|SS.912.A.1.2:|| Utilize a variety of primary and secondary sources to identify author, historical significance, audience, and authenticity to understand a historical period. |
|SS.912.A.1.5:|| Evaluate the validity, reliability, bias, and authenticity of current events and Internet resources. |
|SS.912.A.1.7:|| Describe various socio-cultural aspects of American life including arts, artifacts, literature, education, and publications. |
|SS.912.A.3.10:|| Review different economic and philosophic ideologies. |
|SS.912.A.4.3:|| Examine causes, course, and consequences of the Spanish American War. |
|SS.912.A.4.4:|| Analyze the economic, military, and security motivations of the United States to complete the Panama Canal as well as major obstacles involved in its construction. |
|SS.912.A.7.12:|| Analyze political, economic, and social concerns that emerged at the end of the 20th century and into the 21st century. |
|SS.912.A.7.16:|| Examine changes in immigration policy and attitudes toward immigration since 1950. |
|SS.912.CG.2.4:|| Evaluate, take and defend objective, evidence-based positions on issues that cause the government to balance the interests of individuals with the public good.|
- Students will examine situations when individuals’ rights have been restricted for the public good (e.g., limits on speech or rationing of goods during wartime, enactment of the Patriot Act).
- Students will analyze how environmental and financial policies place limitations on citizens and private industry for the public good.
- Students will explain different services provided by local, state and national governments to citizens to ensure their rights are protected (e.g., social services, law enforcement, defense, emergency response).
|SS.912.CG.2.11:|| Evaluate political communication for bias, factual accuracy, omission and emotional appeal.|
- Students will compare the reporting on the same political event or issue from multiple perspectives.
- Students will identify various forms of propaganda (e.g., plain folks, glittering generalities, testimonial, fear, logical fallacies).
- Students will discuss the historical impact of political communication on American political process and public opinion.
- Examples of political communication may include, but are not limited to, political cartoons, propaganda, campaign advertisements, political speeches, bumper stickers, blogs, press and social media.
|SS.912.CG.4.1:|| Analyze how liberty and economic freedom generate broad-based opportunity and prosperity in the United States.|
- Students will differentiate between government systems (e.g., autocracy, democracy, monarchy, oligarchy republic, theocracy).
- Students will differentiate between economic systems (e.g., capitalism, communism, mixed market, socialism).
- Students will analyze the disadvantages of authoritarian control over the economy (e.g., communism and socialism) in generating broad-based economic prosperity for their population.
|SS.912.CG.4.2:|| Explain how the United States uses foreign policy to influence other nations.|
- Students will explain how the policies of other nations influence U.S. policy and society.
- Students will identify agencies of the U.S. government that contribute to its foreign policy agenda (e.g., National Security Agency, Central Intelligence Agency).
- Students will explain the advantages and disadvantages of how nongovernmental organizations (NGOs) influence foreign policy (e.g., United States Agency for International Development, Red Cross, American Woman Suffrage Association, Amnesty International).
- Students will explain how U.S. trade policy influences its relationships with other nations (e.g., China, Saudi Arabia).
- Students will explain how the use of embargos and economic sanctions by the United States has affected other nations (e.g., Cuba, Iran, Syria).
- Students will explain the U.S. response to international conflicts.
|SS.912.CG.4.3:|| Explain how U.S. foreign policy supports democratic principles and protects human rights around the world. |
- Students will explain how U.S. foreign policy aims to protect liberty around the world and describe how the founding documents support the extension of liberty to all mankind.
|SS.912.CG.4.4:|| Identify indicators of democratization in foreign countries.|
- Students will recognize indicators of democratization as a system of free and fair elections, active civic participation, the protection of human rights, and the rule of law.
|SS.912.E.1.3:|| Compare how the various economic systems (traditional, market, command, mixed) answer the questions: (1) What to produce?; (2) How to produce?; and (3) For whom to produce?
|SS.912.E.1.4:|| Define supply, demand, quantity supplied,and quantity demanded; graphically illustrate situations that would cause changes in each, and demonstrate how the equilibrium price of a product is determined by the interaction of supply and demand in the market place.
|SS.912.E.1.10:|| Explain the use of fiscal policy (taxation, spending) to promote price stability, full employment, and economic growth.
|SS.912.E.2.1:|| Identify and explain broad economic goals.
|SS.912.E.2.7:|| Identify the impact of inflation on society. |
|SS.912.E.3.1:|| Demonstrate the impact of inflation on world economies. |
|SS.912.E.3.2:|| Examine absolute and comparative advantage, and explain why most trade occurs because of comparative advantage.
|SS.912.E.3.3:|| Discuss the effect of barriers to trade and why nations sometimes erect barriers to trade or establish free trade zones. |
|SS.912.E.3.4:|| Assess the economic impact of negative and positive externalities on the international environment. |
|SS.912.E.3.5:|| Compare the current United States economy with other developed and developing nations. |
|SS.912.FL.1.2 (Discontinued after 2023-2024):|| Explain that people vary in their willingness to obtain more education or training because these decisions involve incurring immediate costs to obtain possible future benefits. Describe how discounting the future benefits of education and training may lead some people to pass up potentially high rates of return that more education and training may offer. |
|SS.912.FL.1.5 (Discontinued after 2023-2024):|| Discuss reasons why changes in economic conditions or the labor market can cause changes in a worker’s income or may cause unemployment. |
|SS.912.G.2.1:|| Identify the physical characteristics and the human characteristics that define and differentiate regions.|
|SS.912.G.2.2:|| Describe the factors and processes that contribute to the differences between developing and developed regions of the world. |
|SS.912.G.2.3:|| Use geographic terms and tools to analyze case studies of regional issues in different parts of the world that have critical economic, physical, or political ramifications. |
|SS.912.G.3.3:|| Use geographic terms and tools to explain differing perspectives on the use of renewable and non-renewable resources in Florida, the United States, and the world. |
|SS.912.G.4.1:|| Interpret population growth and other demographic data for any given place. |
|SS.912.G.4.2:|| Use geographic terms and tools to analyze the push/pull factors contributing to human migration within and among places. |
|SS.912.G.4.3:|| Use geographic terms and tools to analyze the effects of migration both on the place of origin and destination, including border areas. |
|SS.912.G.4.4:|| Use geographic terms and tools to analyze case studies of issues in globalization. |
|SS.912.H.1.1:|| Relate works in the arts (architecture, dance, music, theatre, and visual arts) of varying styles and genre according to the periods in which they were created. |
|SS.912.H.1.2:|| Describe how historical events, social context, and culture impact forms, techniques, and purposes of works in the arts, including the relationship between a government and its citizens. |
|SS.912.H.1.3:|| Relate works in the arts to various cultures. |
|SS.912.H.1.4:|| Explain philosophical beliefs as they relate to works in the arts. |
|SS.912.H.1.5:|| Examine artistic response to social issues and new ideas in various cultures. |
|SS.912.H.1.6:|| Analyze how current events are explained by artistic and cultural trends of the past. |
|SS.912.H.3.1:|| Analyze the effects of transportation, trade, communication, science, and technology on the preservation and diffusion of culture. |
|SS.912.H.3.2:|| Identify social, moral, ethical, religious, and legal issues arising from technological and scientific developments, and examine their influence on works of arts within a culture.
|SS.912.P.6.3:|| Distinguish methods used to study development. |
|SS.912.P.8.1:|| Describe the structure and function of language. |
|SS.912.P.16.11:|| Analyze how individualistic and collectivistic cultural perspectives relate to personality. |
|SS.912.S.1.4:|| Examine changing points of view of social issues, such as poverty, crime and discrimination. |
|SS.912.S.1.6:|| Distinguish fact from opinion in data sources to analyze various points of view about a social issue. |
|SS.912.S.1.8:|| Identify, evaluate and use appropriate reference materials and technology to interpret information about cultural life in the United States and other world cultures, both in the past and today. |
|SS.912.S.2.1:|| Define the key components of a culture, such as knowledge, language and communication, customs, values, norms, and physical objects. |
|SS.912.S.2.2:|| Explain the differences between a culture and a society. |
|SS.912.S.2.3:|| Recognize the influences of genetic inheritance and culture on human behavior. |
|SS.912.S.2.4:|| Give examples of subcultures and describe what makes them unique. |
|SS.912.S.2.5:|| Compare social norms among various subcultures. |
|SS.912.S.2.7:|| Explain how various practices of the culture create differences within group behavior. |
|SS.912.S.2.8:|| Compare and contrast different types of societies, such as hunting and gathering, agrarian, industrial, and post-industrial. |
|SS.912.S.2.9:|| Prepare original written and oral reports and presentations on specific events, people or historical eras. |
|SS.912.S.3.1:|| Describe how social status affects social order. |
|SS.912.S.3.2:|| Explain how roles and role expectations can lead to role conflict. |
|SS.912.S.3.3:|| Examine and analyze various points of view relating to historical and current events. |
|SS.912.S.4.1:|| Describe how individuals are affected by the different social groups to which they belong. |
|SS.912.S.4.2:|| Identify major characteristics of social groups familiar to the students. |
|SS.912.S.4.6:|| Identify the various types of norms (folkways, mores, laws, and taboos) and explain why these rules of behavior are considered important to society. |
|SS.912.S.4.12:|| Determine the cultural patterns of behavior within such social groups as rural/urban or rich/poor. |
|SS.912.S.5.2:|| Discuss the concept of political power and factors that influence political power. |
|SS.912.S.5.5:|| Define ethnocentrism and explain how it can be beneficial or destructive to a culture. |
|SS.912.S.5.6:|| Identify the factors that influence change in social norms over time. |
|SS.912.S.5.9:|| Conduct research and analysis on an issue associated with social structure or social institutions. |
|SS.912.S.6.1:|| Describe how and why societies change over time. |
|SS.912.S.6.2:|| Examine various social influences that can lead to immediate and long-term changes. |
|SS.912.S.6.8:|| Investigate the consequences in society as result of changes. |
|SS.912.S.7.2:|| Describe how social problems have changed over time. |
|SS.912.S.7.3:|| Explain how patterns of behavior are found with certain social problems. |
|SS.912.S.8.7:|| Define propaganda and discuss the methods of propaganda and discuss the methods of propaganda used to influence social behavior. |
|SS.912.W.1.3:|| Interpret and evaluate primary and secondary sources. |
|SS.912.W.1.5:|| Compare conflicting interpretations or schools of thought about world events and individual contributions to history (historiography).
|SS.912.W.1.6:|| Evaluate the role of history in shaping identity and character. |
|SS.912.W.2.13:|| Explain how Western civilization arose from a synthesis of classical Greco-Roman civilization, Judeo-Christian influence, and the cultures of northern European peoples promoting a cultural unity in Europe. |
|SS.912.W.2.16:|| Trace the growth and development of a national identity in the countries of England, France, and Spain. |
|SS.912.W.3.1:|| Discuss significant people and beliefs associated with Islam. |
|SS.912.W.3.2:|| Compare the major beliefs and principles of Judaism, Christianity, and Islam.
|SS.912.W.3.13:|| Compare economic, political, and social developments in East, West, and South Africa. |
|SS.912.W.4.12:|| Evaluate the scope and impact of the Columbian Exchange on Europe, Africa, Asia, and the Americas.
|SS.912.W.4.14:|| Recognize the practice of slavery and other forms of forced labor experienced during the 13th through 17th centuries in East Africa, West Africa, Europe, Southwest Asia, and the Americas. |
|SS.912.W.4.15:|| Explain the origins, developments, and impact of the trans-Atlantic slave trade between West Africa and the Americas. |
|SS.912.W.5.4:|| Evaluate the impact of Enlightenment ideals on the development of economic, political, and religious structures in the Western world. |
|SS.912.W.6.4:|| Describe the 19th and early 20th century social and political reforms and reform movements and their effects in Africa, Asia, Europe, the United States, the Caribbean, and Latin America. |
|SS.912.W.8.9:|| Analyze the successes and failures of democratic reform movements in Africa, Asia, the Caribbean, and Latin America. |
|SS.912.W.9.2:|| Describe the causes and effects of post-World War II economic and demographic changes. |
|SS.912.W.9.3:|| Explain cultural, historical, and economic factors and governmental policies that created the opportunities for ethnic cleansing or genocide in Cambodia, the Balkans, Rwanda, and Darfur, and describe various governmental and non-governmental responses to them. |
|MA.K12.MTR.1.1:|| Actively participate in effortful learning both individually and collectively. |
Mathematicians who participate in effortful learning both individually and with others:
- Analyze the problem in a way that makes sense given the task.
- Ask questions that will help with solving the task.
- Build perseverance by modifying methods as needed while solving a challenging task.
- Stay engaged and maintain a positive mindset when working to solve tasks.
- Help and support each other when attempting a new method or approach.
Teachers who encourage students to participate actively in effortful learning both individually and with others:
- Cultivate a community of growth mindset learners.
- Foster perseverance in students by choosing tasks that are challenging.
- Develop students’ ability to analyze and problem solve.
- Recognize students’ effort when solving challenging problems.
|MA.K12.MTR.2.1:|| Demonstrate understanding by representing problems in multiple ways. |
Mathematicians who demonstrate understanding by representing problems in multiple ways:
- Build understanding through modeling and using manipulatives.
- Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
- Progress from modeling problems with objects and drawings to using algorithms and equations.
- Express connections between concepts and representations.
- Choose a representation based on the given context or purpose.
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways:
- Help students make connections between concepts and representations.
- Provide opportunities for students to use manipulatives when investigating concepts.
- Guide students from concrete to pictorial to abstract representations as understanding progresses.
- Show students that various representations can have different purposes and can be useful in different situations.
|MA.K12.MTR.3.1:|| Complete tasks with mathematical fluency. |
Mathematicians who complete tasks with mathematical fluency:
- Select efficient and appropriate methods for solving problems within the given context.
- Maintain flexibility and accuracy while performing procedures and mental calculations.
- Complete tasks accurately and with confidence.
- Adapt procedures to apply them to a new context.
- Use feedback to improve efficiency when performing calculations.
Teachers who encourage students to complete tasks with mathematical fluency:
- Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
- Offer multiple opportunities for students to practice efficient and generalizable methods.
- Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used.
|MA.K12.MTR.4.1:|| Engage in discussions that reflect on the mathematical thinking of self and others. |
Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:
- Communicate mathematical ideas, vocabulary and methods effectively.
- Analyze the mathematical thinking of others.
- Compare the efficiency of a method to those expressed by others.
- Recognize errors and suggest how to correctly solve the task.
- Justify results by explaining methods and processes.
- Construct possible arguments based on evidence.
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
- Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
- Create opportunities for students to discuss their thinking with peers.
- Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
- Develop students’ ability to justify methods and compare their responses to the responses of their peers.
|MA.K12.MTR.5.1:|| Use patterns and structure to help understand and connect mathematical concepts. |
Mathematicians who use patterns and structure to help understand and connect mathematical concepts:
- Focus on relevant details within a problem.
- Create plans and procedures to logically order events, steps or ideas to solve problems.
- Decompose a complex problem into manageable parts.
- Relate previously learned concepts to new concepts.
- Look for similarities among problems.
- Connect solutions of problems to more complicated large-scale situations.
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
- Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
- Support students to develop generalizations based on the similarities found among problems.
- Provide opportunities for students to create plans and procedures to solve problems.
- Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
|MA.K12.MTR.6.1:|| Assess the reasonableness of solutions. |
Mathematicians who assess the reasonableness of solutions:
- Estimate to discover possible solutions.
- Use benchmark quantities to determine if a solution makes sense.
- Check calculations when solving problems.
- Verify possible solutions by explaining the methods used.
- Evaluate results based on the given context.
Teachers who encourage students to assess the reasonableness of solutions:
- Have students estimate or predict solutions prior to solving.
- Prompt students to continually ask, “Does this solution make sense? How do you know?”
- Reinforce that students check their work as they progress within and after a task.
- Strengthen students’ ability to verify solutions through justifications.
|MA.K12.MTR.7.1:|| Apply mathematics to real-world contexts. |
Mathematicians who apply mathematics to real-world contexts:
- Connect mathematical concepts to everyday experiences.
- Use models and methods to understand, represent and solve problems.
- Perform investigations to gather data or determine if a method is appropriate.
• Redesign models and methods to improve accuracy or efficiency.
Teachers who encourage students to apply mathematics to real-world contexts:
- Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
- Challenge students to question the accuracy of their models and methods.
- Support students as they validate conclusions by comparing them to the given situation.
- Indicate how various concepts can be applied to other disciplines.
|ELA.K12.EE.1.1:|| Cite evidence to explain and justify reasoning.|
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.
2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.
4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor.
6-8 Students continue with previous skills and use a style guide to create a proper citation.
9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.
|ELA.K12.EE.2.1:|| Read and comprehend grade-level complex texts proficiently.|
See Text Complexity for grade-level complexity bands and a text complexity rubric.
|ELA.K12.EE.3.1:|| Make inferences to support comprehension.|
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page.
Students will use the terms and apply them in 2nd grade and beyond.
|ELA.K12.EE.4.1:|| Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.|
In kindergarten, students learn to listen to one another respectfully.
In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.
In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.
|ELA.K12.EE.5.1:|| Use the accepted rules governing a specific format to create quality work.|
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
|ELA.K12.EE.6.1:|| Use appropriate voice and tone when speaking or writing.|
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
|ELD.K12.ELL.SI.1:|| English language learners communicate for social and instructional purposes within the school setting. |
|ELD.K12.ELL.SS.1:|| English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies. |
This course consists of the following content area strands: American History, Geography, Economics, World History, Humanities, Civics and Government, Psychology, Sociology, and Financial Literacy. The primary content emphasis for this course pertains to the student of the development of the Latin American identity, along with examinations of the Latin American cultures through in-depth study of literature, sociology, anthropology, economics, and geography. The course will study the commonalities and differences among the peoples and cultures of Latin American and the complex nature of individual, group, national, and international interactions. Students will examine the characteristics that define culture and gain an understanding of the culture of Latin America. Content includes, but is not limited to, interdependence and challenges, culture, international systems and policies, pluralism, transnationalism, cultural diffusion, Latin American economics, human-environment interactions, patterns of language development, poverty, and the effect of change on cultural institutions. Using texts of high complexity, students will develop knowledge of Latin American literature through integrated educational experiences of reading, writing, speaking and analyzing. Emphasis will include representative Latin American literature, with its varied cultural influences, highlighting the major genres, themes, issues, and influences associated with the selections. Other concepts in this class may include indigenous Native American culture prior to the arrival of the Europeans, Spanish heritage, influence and impact of the Catholic Church, evolution of political systems and philosophies in Latin America, Latin American nationalism, and contemporary Latin American affairs.
Florida’s Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards:
This course includes Florida’s B.E.S.T. ELA Expectations (EE) and Mathematical Thinking and Reasoning Standards (MTRs) for students. Florida educators should intentionally embed these standards within the content and their instruction as applicable. For guidance on the implementation of the EEs and MTRs, please visit https://www.cpalms.org/Standards/BEST_Standards.aspx and select the appropriate B.E.S.T. Standards package.
English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Social Studies. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL's need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/ss.pdf.