Philosophy Honors: Ethics (#2105355) 


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Course Standards

Name Description
SS.912.A.3.10: Review different economic and philosophic ideologies.
SS.912.A.7.5: Compare nonviolent and violent approaches utilized by groups (African Americans, women, Native Americans, Hispanics) to achieve civil rights.
SS.912.CG.1.2: Explain the influence of Enlightenment ideas on the Declaration of Independence.
Clarifications:

Clarification 1: Students will identify grievances listed in the Declaration of Independence in terms of due process of law, individual rights, natural rights, popular sovereignty and social contract.

Clarification 2: Students will explain national sovereignty, natural law, self-evident truth, equality of all persons, due process of law, limited government, popular sovereignty, and unalienable rights of life, liberty and property as they relate to Enlightenment ideas in the Declaration of Independence.

Clarification 3: Students will recognize that national sovereignty, due process of law, natural law, self-evident truth, equality of all persons, limited government, popular sovereignty, and unalienable rights of life, liberty and property form the philosophical foundation of our government.

SS.912.CG.1.3: Explain arguments presented in the Federalist Papers in support of ratifying the U.S. Constitution and a republican form of government.
Clarifications:

Clarification 1: Students will recognize that the Federalist Papers argued for a federal system of government, separation of powers and a representative form of government that is accountable to its citizens.

Clarification 2: Students will analyze Federalist and Anti-Federalist arguments concerning ratification of the U.S. Constitution and inclusion of a bill of rights.

SS.912.CG.1.4: Analyze how the ideals and principles expressed in the founding documents shape America as a constitutional republic.
Clarifications:

Clarification 1: Students will differentiate among the documents and determine how each one was individually significant to the founding of the United States.

Clarification 2: Students will evaluate how the documents are connected to one another.

Clarification 3: Documents include, but are not limited to, the Declaration of Independence, Articles of Confederation, Federalist Papers (e.g., No. 10. No. 14, No. 31, No. 39, No. 51) and the U.S. Constitution.

Clarification 4: Students will identify key individuals who contributed to the founding documents (e.g., Thomas Jefferson, Alexander Hamilton, John Jay, James Madison, George Mason).

SS.912.CG.1.5: Explain how the U.S. Constitution and its amendments uphold the following political principles: checks and balances, consent of the governed, democracy, due process of law, federalism, individual rights, limited government, representative government, republicanism, rule of law and separation of powers.
Clarifications:

Clarification 1: Students will explain how the structure and function of the U.S. government reflects these political principles.

Clarification 2: Students will differentiate between republicanism and democracy, and discuss how the United States reflects both.

Clarification 3: Students will describe compromises made during the Constitutional Convention (e.g., the Great Compromise, the Three-Fifths Compromise, the Electoral College).

SS.912.CG.2.1: Explain the constitutional provisions that establish and affect citizenship.
Clarifications:

Clarification 1: Students will explain how the concept of citizenship in the United States has changed over the course of history (i.e., 13th, 14th, 15th and 19th Amendments).

Clarification 2: Students will compare birthright citizenship, permanent residency and naturalization in the United States.

Clarification 3: Students will differentiate the rights held by native-born citizens, permanent residents and naturalized citizens (e.g., running for public office).

SS.912.CG.2.2: Explain the importance of political and civic participation to the success of the United States’ constitutional republic.
Clarifications:

Clarification 1: Students will discuss various ways in which U.S. citizens can exercise political and civic participation.

Clarification 2: Students will identify historical examples of political and civic participation (e.g., Civil Rights Movement, Women’s Suffrage Movement).

Clarification 3: Students will describe the ways in which individuals can be denied and limited in their right to practice political and civic participation (e.g., losing voting rights for felony conviction, limitations on political contributions, limits on the type of protesting).

SS.912.CG.2.3: Explain the responsibilities of citizens at the local, state and national levels.
Clarifications:

Clarification 1: Students will identify various responsibilities held by citizens (e.g., voting, volunteering and being informed, respecting laws).

Clarification 2: Students will understand the process of registering or preregistering to vote and how to complete a ballot in Florida (e.g., uniform primary and general election ballot).

Clarification 3: Students will discuss appropriate methods of communication with public officials (e.g., corresponding, attending public meetings, requesting a meeting and providing information).

Clarification 4: Students will participate in classroom activities that simulate exercising the responsibilities of citizenship.

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.
Clarifications:

Clarification 1: 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).

Clarification 2: Students will analyze how environmental and financial policies place limitations on citizens and private industry for the public good.

Clarification 3: 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.2.5: Analyze contemporary and historical examples of government-imposed restrictions on rights.
Clarifications:

Clarification 1: Students will identify historical examples of government-imposed restrictions on rights (e.g., suspension of habeas corpus, rationing during wartime and limitations on speech).

Clarification 2: Students will examine the rationale for government-imposed restrictions on rights (e.g., inciting a crime, campaign contributions, defamation, military secrets).

SS.912.CG.2.6: Explain how the principles contained in foundational documents contributed to the expansion of civil rights and liberties over time.
Clarifications:

Clarification 1: Students will explain how different groups of people (e.g., African Americans, immigrants, Native Americans, women) had their civil rights expanded through legislative action (e.g., Voting Rights Act, Civil Rights Act), executive action (e.g., Truman’s desegregation of the army, Lincoln’s Emancipation Proclamation) and the courts (e.g., Brown v. Board of Education; In re Gault).

Clarification 2: Students will explain the role founding documents, such as the Declaration of Independence and the Constitution, had on setting precedent for the future granting of rights.

SS.912.CG.2.7: Analyze the impact of civic engagement as a means of preserving or reforming institutions.
Clarifications:

Clarification 1: Students will identify legal methods that citizens can use to promote social and political change (e.g., voting, peaceful protests, petitioning, demonstrations, contacting government offices).

Clarification 2: Students will identify historical examples of citizens achieving or preventing political and social change through civic engagement (e.g., the Abolitionist Movement).

SS.912.CG.2.8: Explain the impact of political parties, interest groups, media and individuals on determining and shaping public policy.
Clarifications:

Clarification 1: Students will explain the origins of the Republican and Democratic political parties and evaluate their roles in shaping public policy.

Clarification 2: Students will identify historical examples of interest groups, media and individuals influencing public policy.

Clarification 3: Students will compare and contrast how the free press influenced politics at major points in U.S. history (e.g., Vietnam War Era, Civil Rights Era).

SS.912.CG.2.9: Explain the process and procedures of elections at the state and national levels.
Clarifications:

Clarification 1: Students will identify the different primary formats and how political parties nominate candidates using primaries.

Clarification 2: Students will compare and contrast the different ways in which elections are decided (e.g., Electoral College, proportional representation, popular vote, winner-take-all).

Clarification 3: Students will explain the process by which candidates register to be part of state and national elections.

Clarification 4: Students will describe the different methods used to tabulate election results in state and national elections (i.e., electronic voting, punch cards, fill-in ballots). Clarifications 5: Students will evaluate the role of debates in elections.

SS.912.CG.2.11: Evaluate political communication for bias, factual accuracy, omission and emotional appeal.
Clarifications:

Clarification 1: Students will compare the reporting on the same political event or issue from multiple perspectives.

Clarification 2: Students will identify various forms of propaganda (e.g., plain folks, glittering generalities, testimonial, fear, logical fallacies).

Clarification 3: Students will discuss the historical impact of political communication on American political process and public opinion.

Clarification 4: 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.2.12: Explain how interest groups, the media and public opinion influence local, state and national decision-making related to public issues.
Clarifications:

Clarification 1: Students will objectively discuss current public issues in Florida and use both the U.S. and Florida Constitutions to justify pro and con positions.

Clarification 2: Students will examine the relationship and responsibilities of both the state and national governments regarding these public issues.

Clarification 3: Students will analyze public policy solutions related to local, state and national issues.

SS.912.CG.2.13: Analyze the influence and effects of various forms of media and the internet in political communication.
Clarifications:

Clarification 1: Students will explain how the methods of political communication has changed over time (e.g., television, radio, press, social media).

Clarification 2: Students will describe how the methods used by political officials to communicate with the public has changed over time.

Clarification 3: Students will discuss the strengths and weaknesses of different methods of political communication.

SS.912.CG.3.1: Analyze how certain political ideologies conflict with the principles of freedom and democracy.
Clarifications:

Clarification 1: Students will analyze historic examples of governing systems (e.g., communism and totalitarianism) and actions that conflict with the principles of freedom and democracy (e.g., Mao Zedong and the Cultural Revolution, Stalin and the Soviet System, Fidel Castro and the Cuban Revolution, Vladimir Lenin and the Russian Revolution, Pol Pot and the Khmer Rouge, Nicolás Maduro and the Chavismo movement).

Clarification 2: Students will identify how authoritarian regimes victimize their citizens through restricting individual rights resulting in poverty, starvation, migration, systemic lethal violence, and suppression of speech.

Clarification 3: Students will analyze how the principles of checks and balances, consent of the governed, democracy, due process of law, federalism, individual rights, limited government, representative government, republicanism, rule of law and separation of powers contribute to the nation’s longevity and its ability to overcome challenges, and distinguish the United States’ constitutional republic from authoritarian and totalitarian nations.

SS.912.CG.3.2: Explain how the U.S. Constitution safeguards and limits individual rights.
Clarifications:

Clarification 1: Students will identify the individual rights protected by the U.S. Constitution, the Bill of Rights and other constitutional amendments.

Clarification 2: Students will describe the role of the Supreme Court in further defining the safeguards and limits of constitutional rights.

SS.912.CG.3.6: Explain expressed, implied, concurrent and reserved powers in the U.S. Constitution.
Clarifications:

Clarification 1: Students will identify powers that are expressed in the U.S. Constitution to Congress (e.g., coin money, declare war, assess taxes, citizenship).

Clarification 2: Students will identify that expressed powers are also known as enumerated powers found in Article I of the U.S. Constitution.

Clarification 3: Students will analyze the role of the “general welfare clause” and “necessary and proper clause” in granting Congress implied powers.

Clarification 4: Students will describe examples of concurrent powers as those powers shared by both state and national governments (e.g., build roads, tax citizens, make laws).

Clarification 5: Students will explain how reserved powers define issues as matters for the people or the state governments.

Clarification 6: Students will compare the roles of expressed, implied, concurrent and reserved powers in United States’ federalism.

SS.912.CG.3.11: Evaluate how landmark Supreme Court decisions affect law, liberty and the interpretation of the U.S. Constitution.
Clarifications:

Clarification 1: Students will recognize landmark Supreme Court cases (e.g., Marbury v. Madison; McCulloch v. Maryland; Dred Scott v. Sandford; Plessy v. Ferguson; Brown v. Board of Education; Gideon v. Wainwright; Miranda v. Arizona; Korematsu v. United States; Mapp v. Ohio; In re Gault; United States v. Nixon; Regents of the University of California v. Bakke; Hazelwood v. Kuhlmeier; District of Columbia v. Heller).

Clarification 2: Students will explain the foundational constitutional issues underlying landmark Supreme Court decisions related to the Bill of Rights and other amendments.

Clarification 3: Students will explain the outcomes of landmark Supreme Court cases related to the Bill of Rights and other amendments.

SS.912.CG.3.12: Analyze the concept of federalism in the United States and its role in establishing the relationship between the state and national governments.
Clarifications:

Clarification 1: Students will identify examples of the powers reserved and shared among state and the national governments in the American federal system of government.

Clarification 2: Students will examine the role the Great Compromise had on the eventual establishment of a federal system of fifty equal states.

Clarification 3: Students will explain specific rights that are granted to the states in the language of the U.S. Constitution and its amendments (e.g., 10th Amendment, defense and extradition).

Clarification 4: Students will analyze how states have challenged the national government regarding states’ rights (e.g., Civil War, the New Deal, No Child Left Behind, Affordable Health Care Act, Civil Rights Movement).

SS.912.CG.3.15: Explain how citizens are affected by the local, state and national governments.
Clarifications:

Clarification 1: Students will identify local government officials and employees who affect the daily lives of citizens.

Clarification 2: Students will identify the role of state governmental officials and employees who affect the daily lives of citizens.

Clarification 3: Students will identify the role of national governmental officials and employees who affect the daily lives of citizens.

Clarification 4: Students will explain how government at all levels impacts the daily lives of citizens.

SS.912.CG.4.1: Analyze how liberty and economic freedom generate broad-based opportunity and prosperity in the United States.
Clarifications:

Clarification 1: Students will differentiate between government systems (e.g., autocracy, democracy, monarchy, oligarchy republic, theocracy).

Clarification 2: Students will differentiate between economic systems (e.g., capitalism, communism, mixed market, socialism).

Clarification 3: 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.
Clarifications:

Clarification 1: Students will explain how the policies of other nations influence U.S. policy and society.

Clarification 2: Students will identify agencies of the U.S. government that contribute to its foreign policy agenda (e.g., National Security Agency, Central Intelligence Agency).

Clarification 3: 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).

Clarification 4: Students will explain how U.S. trade policy influences its relationships with other nations (e.g., China, Saudi Arabia).

Clarification 5: Students will explain how the use of embargos and economic sanctions by the United States has affected other nations (e.g., Cuba, Iran, Syria).

Clarification 6: 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.
Clarifications:
Clarification 1: 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.G.1.1: Design maps using a variety of technologies based on descriptive data to explain physical and cultural attributes of major world regions.
SS.912.H.1.4: Explain philosophical beliefs as they relate to works in the arts.
SS.912.H.2.3: Apply various types of critical analysis (contextual, formal, and intuitive criticism) to works in the arts, including the types and use of symbolism within art forms and their philosophical implications.
SS.912.H.2.4: Examine the effects that works in the arts have on groups, individuals, and cultures.
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.W.1.1: Use timelines to establish cause and effect relationships of historical events.
SS.912.W.1.3: Interpret and evaluate primary and secondary sources.
SS.912.W.1.4: Explain how historians use historical inquiry and other sciences to understand the past.
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.2.12: Recognize the importance of Christian monasteries and convents as centers of education, charitable and missionary activity, economic productivity, and political power.
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.2.17: Identify key figures, artistic, and intellectual achievements of the medieval period in Western Europe.
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.3.5: Describe the achievements, contributions, and key figures associated with the Islamic Golden Age.
SS.912.W.4.5: Describe how ideas from the Middle Ages and Renaissance led to the Scientific Revolution.
SS.912.W.4.7: Identify criticisms of the Roman Catholic Church by individuals such as Wycliffe, Hus and Erasmus and their impact on later reformers.
SS.912.W.4.8: Summarize religious reforms associated with Luther, Calvin, Zwingli, Henry VIII, and John of Leyden and the effects of the Reformation on Europe.
SS.912.W.4.9: Analyze the Roman Catholic Church's response to the Protestant Reformation in the forms of the Counter and Catholic Reformation.
SS.912.W.4.10: Identify the major contributions of individuals associated with the Scientific Revolution.
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.5.2: Identify major causes of the Enlightenment.
SS.912.W.5.3: Summarize the major ideas of Enlightenment philosophers.
SS.912.W.5.5: Analyze the extent to which the Enlightenment impacted the American and French Revolutions.
SS.912.W.6.3: Compare the philosophies of capitalism, socialism, and communism as described by Adam Smith, Robert Owen, and Karl Marx.
SS.912.W.6.6: Analyze the causes and effects of imperialism.
SS.912.W.7.10: Summarize the causes and effects of President Truman's decision to drop the atomic bombs on Japan.
SS.912.W.8.6: Explain the 20th century background for the establishment of the modern state of Israel in 1948, including the Zionist movement led by Theodor Herzl, and the ongoing military and political conflicts between Israel and the Arab-Muslim world.
SS.912.W.8.8: Describe the rise and goals of nationalist leaders in the post-war era and the impact of their rule on their societies.
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.8.10: Explain the impact of religious fundamentalism in the last half of the 20th century, and identify related events and forces in the Middle East over the last several decades.
SS.912.W.9.1: Identify major scientific figures and breakthroughs of the 20th century, and assess their impact on contemporary life.
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.
SS.912.W.9.4: Describe the causes and effects of twentieth century nationalist conflicts.
SS.912.W.9.7: Describe the impact of and global response to international terrorism.
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.

 

Clarifications:
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.
Clarifications:
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. 
Clarifications:
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. 
Clarifications:
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. 
Clarifications:
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. 
Clarifications:
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. 
Clarifications:
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.
Clarifications:
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.
Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1: Make inferences to support comprehension.
Clarifications:
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.
Clarifications:
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.
Clarifications:
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.
Clarifications:
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.
HE.912.C.2.7 (Archived Standard): Analyze how culture supports and challenges health beliefs, practices, and behaviors.



General Course Information and Notes

GENERAL NOTES

The learner, building on the foundations of Philosophy Honors as a prerequisite, will explore, understand, and apply the important ethical theories in philosophy to present day issues, and will focus on the ethical theories of the great thinkers, from the ancient era through the modern era, with the purpose of providing the students with the tools necessary to analyze, critique and evaluate current issues and to formulate a personal value system with which to evaluate any present day issue. Special emphasis will be on character education.

Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor.  Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted.  Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.

Special Notes: Instructional Practices

Teaching from well-written, grade-level instructional materials enhances students' content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any reason. Using the following instructional practices also helps student learning:

  1. Reading assignments from longer text passages as well as shorter ones when text is extremely complex.
  2. Making close reading and rereading of texts central to lessons.
  3. Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
  4. Requiring students to support answers with evidence from the text.
  5. Providing extensive text-based research and writing opportunities (claims and evidence).

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


General Information

Course Number: 2105355 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 9 to 12 and Adult Education Courses > Subject: Social Studies > SubSubject: Philosophy and Religion >
Abbreviated Title: PHILOS HON ETHICS
Number of Credits: One (1) credit
Course Attributes:
  • Honors
  • Highly Qualified Teacher (HQT) Required
  • Florida Standards Course
Course Type: Elective Course Course Level: 3
Course Status: Course Approved
Grade Level(s): 9,10,11,12



Educator Certifications

Social Science (Grades 6-12)


There are more than 1589 related instructional/educational resources available for this on CPALMS. Click on the following link to access them: https://www.cpalms.org/PreviewCourse/Preview/22343