| BENCHMARK CODE | BENCHMARK |
| SS.K.A.1.1 | Develop an understanding of how to use and create a timeline. Remarks: May include, but are not limited to: Put in order three things that happened during the school day.
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| SS.K.A.1.2 | Develop an awareness of a primary source. Remarks: Examples may include, but are not limited to, photographs, a letter from a grandparent, or other artifacts.
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| BENCHMARK CODE | BENCHMARK |
| SS.K.A.2.1 | Compare children and families of today with those in the past. Remarks: Examples may include, but are not limited to, family life now versus family life when grandparents were young.
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| SS.K.A.2.2 | Recognize the importance of celebrations and national holidays as a way of remembering and honoring people, events, and our nation's ethnic heritage. Remarks: Examples may include, but are not limited to, federal holidays and ethnic celebrations..
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| SS.K.A.2.3 | Compare our nation's holidays with holidays of other cultures. Remarks: Examples may include, but are not limited to, National holidays are different in other countries.
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| SS.K.A.2.4 | Listen to and retell stories about people in the past who have shown character ideals and principles including honesty, courage, and responsibility. Remarks: Examples may include, but are not limited to, Presidents, war veterans, community members, and leaders.
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| SS.K.A.2.5 | Recognize the importance of U.S. symbols. Remarks: Examples may include, but are not limited to, the Statue of Liberty, the bald eagle, the Star Spangled Banner, and national and state flags, the pledge of allegiance, and the national anthem.
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| BENCHMARK CODE | BENCHMARK |
| SS.K.A.3.1 | Use words and phrases related to chronology and time to explain how things change and to sequentially order events that have occurred in school. Remarks: Examples may include, but are not limited to, before, after; morning, afternoon, evening; today, tomorrow, yesterday; past, present, future; last week, this week, next week; day, week, month, year.
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| SS.K.A.3.2 | Explain that calendars represent days of the week and months of the year.
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| BENCHMARK CODE | BENCHMARK |
| SS.K.G.1.1 | Describe the relative location of people, places, and things by using positional words.
Remarks: Examples are near/far; above/below, left/right and behind/front.
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| SS.K.G.1.2 | Explain that maps and globes help to locate different places and that globes are a model of the Earth.
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| SS.K.G.1.3 | Identify cardinal directions (north, south, east, west).
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| SS.K.G.1.4 | Differentiate land and water features on simple maps and globes.
Remarks: Examples are blue is water and green/brown is land.
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| BENCHMARK CODE | BENCHMARK |
| SS.K.G.2.1 | Locate and describe places in the school and community.
Remarks: Examples are the cafeteria, library, office, restrooms, and classroom.
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| SS.K.G.2.2 | Know one's own phone number, street address, city or town and that Florida is the state in which the student lives.
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| BENCHMARK CODE | BENCHMARK |
| SS.K.G.3.1 | Identify basic landforms.
Remarks: Examples are hills, forests, wetlands, and coasts.
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| SS.K.G.3.2 | Identify basic bodies of water.
Remarks: Examples are rivers, lakes, oceans, and gulfs.
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| SS.K.G.3.3 | Describe and give examples of seasonal weather changes, and illustrate how weather affects people and the environment.
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| BENCHMARK CODE | BENCHMARK |
| SS.K.E.1.1 | Describe different kinds of jobs that people do and the tools or equipment used.
Remarks: Examples are community helpers, firefighter and fire truck).
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| SS.K.E.1.2 | Recognize that United States currency comes in different forms.
Remarks: Examples are coins and bills.
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| SS.K.E.1.3 | Recognize that people work to earn money to buy things they need or want.
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| SS.K.E.1.4 | Identify the difference between basic needs and wants.
Remarks: Examples of needs are clothing and shelter and examples of wants are video games and toys.
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| BENCHMARK CODE | BENCHMARK |
| SS.K.CG.1.1 | Identify the purpose of rules and laws in the home and school. Clarifications: Clarification 1: Students will define rules as standards of responsible behavior (e.g., rules for home and school). Clarification 2: Students will define laws as a system of rules intended to protect people and property that are created and enforced by government (e.g., speed limit). Clarification 3: Students will identify what can happen without rules and laws.
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| SS.K.CG.1.2 | Identify people who have the authority and power to make and enforce rules and laws. Clarifications: Clarification 1: Students will identify authority figures in their school and community including, but not limited to, parents, teachers and law enforcement officers.
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| BENCHMARK CODE | BENCHMARK |
| SS.K.CG.2.1 | Describe and demonstrate the characteristics of being a responsible citizen. Clarifications: Clarification 1: Students will identify examples of responsible citizenship. Clarification 2: Students will demonstrate that conflicts can be resolved in ways that are consistent with being a responsible citizen. Clarification 3: Students will explain why it is important to take responsibility for one’s actions.
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| SS.K.CG.2.2 | Describe ways for groups to make decisions. Clarifications: Clarification 1: Students will practice decision-making in small and large groups through voting, taking turns, class meetings and discussion. Clarification 2: Students will identify examples of responsible decisions.
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| SS.K.CG.2.3 | Define patriotism as the allegiance to one’s country. Clarifications: Clarification 1: Students will identify patriotic holidays and observances (e.g., American Founders Month, Celebrate Freedom Week, Constitution Day, Independence Day, Martin Luther King Jr. Day, Medal of Honor Day, Memorial Day, Patriot Day, Veterans Day). Clarification 2: Students will recognize that the Pledge of Allegiance is an oath that affirms American values and freedom. Clarification 3: Students will identify “I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all” as the Pledge of Allegiance.
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| SS.K.CG.2.4 | Recognize symbols that represent the United States. Clarifications: Clarification 1: Students will recognize the American flag, the bald eagle and the U.S. President as symbols that represent the United States.
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| SS.K.CG.2.5 | Recognize symbols that represent Florida. Clarifications: Clarification 1: Students will recognize Florida’s state flag and state nickname (“The Sunshine State”) as symbols that represent the state.
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| BENCHMARK CODE | BENCHMARK |
| SS.K.AA.1.1 | Recognize African American inventors and explorers (i.e., Lonnie Johnson [inventor], Mae C. Jemison, George Washington Carver). |
| BENCHMARK CODE | BENCHMARK |
| SS.1.A.1.1 | Develop an understanding of a primary source. Remarks: Examples may include, but are not limited to, pictures, letters, audio/video recordings, and other artifacts.
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| SS.1.A.1.2 | Understand how to use the media center/other sources to find answers to questions about a historical topic. Remarks: Examples may include, but are not limited to, databases, audio or video recordings, and books.
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| BENCHMARK CODE | BENCHMARK |
| SS.1.A.2.1 | Understand history tells the story of people and events of other times and places.
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| SS.1.A.2.2 | Compare life now with life in the past. Remarks: Examples may include, but are not limited to, comparing school, families, work, and community life.
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| SS.1.A.2.3 | Identify celebrations and national holidays as a way of remembering and honoring the heroism and achievements of the people, events, and our nation's ethnic heritage. Remarks: Examples may include, but are not limited to, federal holidays and ethnic celebrations.
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| SS.1.A.2.4 | Identify people from the past who have shown character ideals and principles including honesty, courage, and responsibility. Remarks: Examples may include, but are not limited to, Presidents, war veterans, community members, and leaders.
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| SS.1.A.2.5 | Distinguish between historical fact and fiction using various materials. Remarks: Examples may include, but are not limited to, tall tales, fables and non-fiction (expository) text.
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| BENCHMARK CODE | BENCHMARK |
| SS.1.A.3.1 | Use terms related to time to sequentially order events that have occurred in school, home, or community. Remarks: Examples may include, but are not limited to, days, weeks, months, and years.
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| SS.1.A.3.2 | Create a timeline based on the student's life or school events, using primary sources. Remarks: Examples of sources may include, but are not limited to, photographs, birth certificates, report cards, and diaries.
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| BENCHMARK CODE | BENCHMARK |
| SS.1.G.1.1 | Use physical and political/cultural maps to locate places in Florida. Remarks: Examples are Tallahassee, student's hometown, Lake Okeechobee, Florida Keys, and the Everglades.
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| SS.1.G.1.2 | Identify key elements (compass rose, cardinal directions, title, key/legend with symbols) of maps and globes .
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| SS.1.G.1.3 | Construct a basic map using key elements including cardinal directions and map symbols.
Remarks: Examples are map of bedroom, classroom, or route to school
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| SS.1.G.1.4 | Identify a variety of physical features using a map and globe. Remarks: Examples are oceans, peninsulas, lakes, rivers, swamps, and gulfs.
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| SS.1.G.1.5 | Locate on maps and globes the student's local community, Florida, the Atlantic Ocean, and the Gulf of Mexico.
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| SS.1.G.1.6 | Describe how location, weather, and physical environment affect the way people live in our community.
Remarks: Examples are effects on their food, clothing, shelter, transportation, and recreation
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| BENCHMARK CODE | BENCHMARK |
| SS.1.E.1.1 | Recognize that money is a method of exchanging goods and services. Remarks: An example is coins/bills versus bartering or trading.
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| SS.1.E.1.2 | Define opportunity costs as giving up one thing for another. Remarks: Examples are giving up television to do homework and buying candy versus saving for later purchase.
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| SS.1.E.1.3 | Distinguish between examples of goods and services.
Remarks: Examples are goods: hamburger; services: sweeping the floor.
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| SS.1.E.1.4 | Distinguish people as buyers, sellers, and producers of goods and services.
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| SS.1.E.1.5 | Recognize the importance of saving money for future purchases.
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| SS.1.E.1.6 | Identify that people need to make choices because of scarce resources.
Remarks: Examples are not enough time to do all activities or not enough red crayons.
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| BENCHMARK CODE | BENCHMARK |
| SS.1.CG.1.1 | Explain the purpose of rules and laws in the home, school and community. Clarifications: Clarification 1: Students will explain the role that rules and laws play in their daily life. Clarification 2: Students will explain the difference between rules and laws.
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| SS.1.CG.1.2 | Describe how the absence of rules and laws impacts individuals and the community. Clarifications: Clarification 1: Students will provide examples of rules and laws in their lives and in the community. Clarification 2: Students will recognize that disorder, injustice and harm to people can occur when there is an absence of rules and laws.
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| BENCHMARK CODE | BENCHMARK |
| SS.1.CG.2.1 | Explain the rights and responsibilities students have in the school community. Clarifications: Clarification 1: Students will identify the rights (e.g., treated with respect, physically safe learning environment) and responsibilities (e.g., come to school on time, do not damage school property) students have as members of their school community. Clarification 2: Students will define rights as freedoms protected by laws in society and protected by rules in the school community. Clarification 3: Students will define responsibilities as things citizens should do to benefit the community.
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| SS.1.CG.2.2 | Describe the characteristics of citizenship in the school community. Clarifications: Clarification 1: Students will identify characteristics of responsible citizenship (e.g., respect others’ property, treat people with dignity, care for environment, treat animals with kindness). Clarification 2: Students will identify characteristics of irresponsible citizenship (e.g., damaging school property, bullying).
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| SS.1.CG.2.3 | Recognize ways citizens can demonstrate patriotism. Clarifications: Clarification 1: Students will discuss appropriate ways to show respect during the Pledge of Allegiance and National Anthem (e.g., stand at attention, face the flag, pause conversations). Clarification 2: Students will discuss how to show respect for the American flag (e.g., how to properly display and dispose of the American flag). Clarification 3: Students will discuss how to demonstrate patriotism during patriotic holidays and observances (e.g., American Founders Month, Celebrate Freedom Week, Constitution Day, Independence Day, Martin Luther King Jr. Day, Medal of Honor Day, Memorial Day, Patriot Day, Veterans Day).
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| SS.1.CG.2.4 | Recognize symbols and individuals that represent the United States. Clarifications: Clarification 1: Students will recognize the national motto (“In God We Trust”) and “We the People” as symbols that represent the United States. Clarification 2: Students will recognize Benjamin Franklin, George Washington, Daniel Webster and Martin Luther King Jr. as individuals who represent the United States.
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| SS.1.CG.2.5 | Recognize symbols and individuals that represent Florida. Clarifications: Clarification 1: Students will recognize that the state motto (“In God We Trust”) and the state day (Pascua Florida Day) are symbols that represent Florida. Clarification 2: Students will identify the current Florida governor and recognize the governor as an individual who represents the state.
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| BENCHMARK CODE | BENCHMARK |
| SS.1.CG.3.1 | Recognize that the United States and Florida have Constitutions. Clarifications: Clarification 1: Students will define a constitution as an agreed-upon set of rules or laws. Clarification 2: Students will recognize that the U.S. Constitution starts with “We the People.”
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| SS.1.CG.3.2 | Explain responsible ways for individuals and groups to make decisions. Clarifications: Clarification 1: Students will demonstrate characteristics of responsible decision-making. Clarification 2: Students will explain how multiple perspectives contribute to the unity of the United States.
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| BENCHMARK CODE | BENCHMARK |
| SS.1.AA.1.1 | Identify African American artists (i.e., Aretha Franklin, Charles White [Abraham Lincoln portrait], James Earl Jones, Maya Angelou). |
| BENCHMARK CODE | BENCHMARK |
| SS.2.A.1.1 | Examine primary and secondary sources. Remarks: Examples may include, but are not limited to, artifacts, photographs, newspapers, audio/video recordings, documents, maps, coins, and stamps, textbooks and reference books.
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| SS.2.A.1.2 | Utilize the media center, technology, or other informational sources to locate information that provides answers to questions about a historical topic.
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| BENCHMARK CODE | BENCHMARK |
| SS.2.A.2.1 | Recognize that Native Americans were the first inhabitants in North America.
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| SS.2.A.2.2 | Compare the cultures of Native American tribes from various geographic regions of the United States. Remarks: Examples may include, but are not limited to, location, clothing, housing, food, major beliefs and practices, language, art, and music.
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| SS.2.A.2.3 | Describe the impact of immigrants on the Native Americans. Remarks: Examples are location, clothing, housing, food, major beliefs and practices, art, and music.
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| SS.2.A.2.4 | Explore ways the daily life of people living in Colonial America changed over time. Remarks: Examples may include, but are not limited to, food, shelter, clothing, education, and settlements.
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| SS.2.A.2.5 | Identify reasons people came to the United States throughout history. Remarks: Examples may include, but are not limited to, war, hunger, natural disasters, voluntary and involuntary servitude, political or religious freedom, land, and jobs.
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| SS.2.A.2.6 | Discuss the importance of Ellis Island and the Statue of Liberty to immigration from 1892 - 1954.
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| SS.2.A.2.7 | Discuss why immigration continues today. Remarks: Examples may include, but are not limited to, jobs, war, hunger, natural disasters, political or religious freedom, and jobs.
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| SS.2.A.2.8 | Explain the cultural influences and contributions of immigrants today. Remarks: Examples may include, but are not limited to, food, language, music, art, beliefs and practices, literature, education, and clothing.
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| BENCHMARK CODE | BENCHMARK |
| SS.2.A.3.1 | Identify terms and designations of time sequence. Remarks: Examples may include, but are not limited to, years, decades, centuries.
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| BENCHMARK CODE | BENCHMARK |
| SS.2.G.1.1 | Use different types of maps (political, physical, and thematic) to identify map elements. Remarks: Examples are coordinate grids, title, compass rose, cardinal and intermediate directions, key/legend with symbols and scale.
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| SS.2.G.1.2 | Using maps and globes, locate the student's hometown, Florida, and North America, and locate the state capital and the national capital.
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| SS.2.G.1.3 | Label on a map or globe the continents, oceans, Equator, Prime Meridian, North and South Pole.
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| SS.2.G.1.4 | Use a map to locate the countries in North America (Canada, United States, Mexico, and the Caribbean Islands).
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| BENCHMARK CODE | BENCHMARK |
| SS.2.E.1.1 | Recognize that people make choices because of limited resources.
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| SS.2.E.1.2 | Recognize that people supply goods and services based on consumer demands. Remarks: Examples are housing and jobs.
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| SS.2.E.1.3 | Recognize that the United States trades with other nations to exchange goods and services. Remarks: Examples are clothing, food, toys, cars.
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| SS.2.E.1.4 | Explain the personal benefits and costs involved in saving and spending.
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| BENCHMARK CODE | BENCHMARK |
| SS.2.CG.1.1 | Explain why people form governments. Clarifications: Clarification 1: Students will explain the role of laws in government. Clarification 2: Students will define and provide examples of laws at the state and national levels. Clarification 3: Students will use scenarios to identify the impact of government on daily life.
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| SS.2.CG.1.2 | Explain how the U.S. government protects the liberty and rights of American citizens. Clarifications: Clarification 1: Students will recognize that the equal rights of citizens are protected by the U.S. Constitution.
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| BENCHMARK CODE | BENCHMARK |
| SS.2.CG.2.1 | Explain what it means to be a U.S. citizen. Clarifications: Clarification 1: Students will recognize that there are multiple ways to obtain citizenship.
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| SS.2.CG.2.2 | Describe the characteristics of responsible citizenship at the local and state levels. Clarifications: Clarification 1: Students will identify characteristics of responsible citizenship (e.g., peaceable assembly, obeying the law, community involvement). Clarification 2: Students will identify characteristics of irresponsible citizenship (e.g., disorderly assembly, breaking the law). Clarification 3: Students will describe the contributions of the diverse individuals and groups that contribute to civic life in the United States and Florida.
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| SS.2.CG.2.3 | Explain how citizens demonstrate patriotism. Clarifications: Clarification 1: Students will explain why reciting the Pledge of Allegiance daily is an act of patriotism. Clarification 2: Students will explain the importance of recognizing patriotic holidays or observances (e.g., American Founders Month, Celebrate Freedom Week, Constitution Day, Independence Day, Martin Luther King Jr. Day, Medal of Honor Day, Memorial Day, Patriot Day, Veterans Day).
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| SS.2.CG.2.4 | Recognize symbols, individuals and documents that represent the United States. Clarifications: Clarification 1: Students will recognize the U.S. Capitol, the White House, the U.S. Supreme Court building and the Statue of Liberty as symbols that represent the United States. Clarification 2: Students will recognize Rosa Parks and Thomas Jefferson as individuals who represent the United States. Clarification 3: Students will recognize the Declaration of Independence as a document that represents the United States.
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| SS.2.CG.2.5 | Recognize symbols, individuals and documents that represent Florida. Clarifications: Clarification 1: Students will recognize the Florida State Capitol and the Everglades National Park as symbols of Florida. Clarification 2: Students will recognize Andrew Jackson and Marjory Stoneman Douglas as individuals who represent Florida. Clarification 3: Students will recognize the Florida Constitution as a document that represents Florida.
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| BENCHMARK CODE | BENCHMARK |
| SS.2.CG.3.1 | Identify the Constitution of the United States as the supreme law of the land. Clarifications: Clarification 1: Students will recognize that the United States has a written constitution. Clarification 2: Students will identify the United States as a constitutional republic.
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| BENCHMARK CODE | BENCHMARK |
| SS.2.AA.1.1 | Identify African Americans who demonstrated civic service (i.e., Secretary of State Colin Powell, Civil Air Patrol [CAP] Lt. Willa Beatrice Brown, Carter G. Woodson, Senator Hiram Revels). |
| SS.2.AA.1.2 | Identify oral traditions and folktales of African Americans (e.g., Anansi the Spider, Tale of the Midnight Goat Thief). |
| BENCHMARK CODE | BENCHMARK |
| SS.3.A.1.1 | Analyze primary and secondary sources. Remarks: Examples may include, but are not limited to, artifacts, photographs, paintings, maps, images, documents, audio and video recordings.
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| SS.3.A.1.2 | Utilize technology resources to gather information from primary and secondary sources.
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| SS.3.A.1.3 | Define terms related to the social sciences. Remarks: Examples may include, but are not limited to, history, geography, civics, government, economics.
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| BENCHMARK CODE | BENCHMARK |
| SS.3.G.1.1 | Use thematic maps, tables, charts, graphs, and photos to analyze geographic information. Remarks: Types of photographs may include satellite or aerial.
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| SS.3.G.1.2 | Review basic map elements (coordinate grid, cardinal and intermediate directions, title, compass rose, scale, key/legend with symbols) .
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| SS.3.G.1.3 | Label the continents and oceans on a world map.
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| SS.3.G.1.4 | Name and identify the purpose of maps (physical, political, elevation, population).
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| SS.3.G.1.5 | Compare maps and globes to develop an understanding of the concept of distortion.
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| SS.3.G.1.6 | Use maps to identify different types of scale to measure distances between two places. Remarks: Examples are linear, fractional, word.
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| BENCHMARK CODE | BENCHMARK |
| SS.3.G.2.1 | Label the countries and commonwealths in North America (Canada, United States, Mexico) and in the Caribbean (Puerto Rico, Cuba, Bahamas, Dominican Republic, Haiti, Jamaica).
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| SS.3.G.2.2 | Identify the five regions of the United States. Remarks: (i.e., Northeast, Southeast, Midwest, Southwest, West)
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| SS.3.G.2.3 | Label the states in each of the five regions of the United States.
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| SS.3.G.2.4 | Describe the physical features of the United States, Canada, Mexico, and the Caribbean. Remarks: Examples are lakes, rivers, oceans, mountains, deserts, plains, and grasslands.
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| SS.3.G.2.5 | Identify natural and man-made landmarks in the United States, Canada, Mexico, and the Caribbean.
Remarks: (e.g. Grand Canyon, Gateway Arch, Mount Rushmore, Devil's Tower, Mt. Denali, Everglades, Niagara Falls)
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| SS.3.G.2.6 | Investigate how people perceive places and regions differently by conducting interviews, mental mapping, and studying news, poems, legends, and songs about a region or area.
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| BENCHMARK CODE | BENCHMARK |
| SS.3.G.3.1 | Describe the climate and vegetation in the United States, Canada, Mexico, and the Caribbean.
Remarks: (e.g., tundra, sandy soil, humidity, maritime climate)
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| SS.3.G.3.2 | Describe the natural resources in the United States, Canada, Mexico, and the Caribbean.
Remarks: (e.g., water, arable land, oil, phosphate, fish)
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| BENCHMARK CODE | BENCHMARK |
| SS.3.G.4.1 | Explain how the environment influences settlement patterns in the United States, Canada, Mexico, and the Caribbean. Remarks: Examples are settlements near water for drinking, bathing, cooking, agriculture and land for farming.
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| SS.3.G.4.2 | Identify the cultures that have settled the United States, Canada, Mexico, and the Caribbean.
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| SS.3.G.4.3 | Compare the cultural characteristics of diverse populations in one of the five regions of the United States with Canada, Mexico, or the Caribbean. Remarks: Examples are housing, music, transportation, food, recreation, language, holidays, beliefs and customs.
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| SS.3.G.4.4 | Identify contributions from various ethnic groups to the United States.
Remarks: Examples are Native Americans, Hispanics/Latinos, Africans, Asians, Europeans.
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| BENCHMARK CODE | BENCHMARK |
| SS.3.E.1.1 | Give examples of how scarcity results in trade. Remarks: Examples are oil, video games, food.
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| SS.3.E.1.2 | List the characteristics of money. Remarks: Examples are portable, divisible, recognizable, durable.
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| SS.3.E.1.3 | Recognize that buyers and sellers interact to exchange goods and services through the use of trade or money.
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| SS.3.E.1.4 | Distinguish between currencies used in the United States, Canada, Mexico, and the Caribbean.
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| BENCHMARK CODE | BENCHMARK |
| SS.3.CG.1.1 | Explain how the U.S. Constitution establishes the purpose and fulfills the need for government. Clarifications: Clarification 1: Students will explain the purpose of and need for government in terms of protection of rights, organization, security and services.
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| SS.3.CG.1.2 | Describe how the U.S. government gains its power from the people. Clarifications: Clarification 1: Students will recognize what is meant by “We the People” and “consent of the governed.” Clarification 2: Students will identify sources of consent (e.g., voting and elections). Clarification 3: Students will recognize that the U.S. republic is governed by the “consent of the governed” and government power is exercised through representatives of the people.
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| BENCHMARK CODE | BENCHMARK |
| SS.3.CG.2.1 | Describe how citizens demonstrate civility, cooperation, volunteerism and other civic virtues. Clarifications: Clarification 1: Students will identify examples including, but not limited to, food drives, book drives, community clean-ups, voting, blood donation drives, volunteer fire departments and neighborhood watch programs.
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| SS.3.CG.2.2 | Describe the importance of voting in elections. Clarifications: Clarification 1: Students will recognize that it is every citizen’s responsibility to vote. Clarification 2: Students will explain the importance of voting in a republic.
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| SS.3.CG.2.3 | Explain the history and meaning behind patriotic holidays and observances. Clarifications: Clarification 1: Students will identify patriotic holidays and observances to include, but not limited to, American Founders Month, Celebrate Freedom Week, Constitution Day, Independence Day, Martin Luther King Jr. Day, Medal of Honor Day, Memorial Day, Patriot Day, Veterans Day.
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| SS.3.CG.2.4 | Recognize symbols, individuals, documents and events that represent the United States. Clarifications: Clarification 1: Students will recognize Mount Rushmore, Uncle Sam and the Washington Monument as symbols that represent the United States. Clarification 2: Students will recognize James Madison, Alexander Hamilton, Booker T. Washington and Susan B. Anthony as individuals who represent the United States. Clarification 3: Students will recognize the U.S. Constitution as a document that represents the United States. Clarification 4: Students will recognize the Constitutional Convention (May 1787 – September 1787) and the signing of the U.S. Constitution (September 17, 1787) as events that represent the United States.
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| SS.3.CG.2.5 | Recognize symbols, individuals, documents and events that represent the State of Florida. Clarifications: Clarification 1: Students will recognize the Great Seal of the State of Florida as a symbol that represents the state. Clarification 2: Students will recognize William Pope Duval, William Dunn Moseley and Josiah T. Walls as individuals who represent Florida. Clarification 3: Students will identify the Declaration of Rights in the Florida Constitution as a document that represents Florida. Clarification 4: Students will recognize that Florida became the 27th state of the United States on March 3, 1845.
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| BENCHMARK CODE | BENCHMARK |
| SS.3.CG.3.1 | Explain how the U.S. and Florida Constitutions establish the structure, function, powers and limits of government. Clarifications: Clarification 1: Students will recognize that the U.S. Constitution and the Florida Constitution establish the framework for national and state government. Clarification 2: Students will recognize how government is organized at the national level (e.g., three branches of government). Clarification 3: Students will provide examples of people who make and enforce rules and laws in the United States (e.g., congress and president) and Florida (e.g., state legislature and governor).
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| SS.3.CG.3.2 | Recognize that government has local, state and national levels. Clarifications: Clarification 1: Students will recognize that each level of government has its own unique structure and responsibilities. Clarification 2: Students will distinguish between the responsibilities of the local, state and national governments in the United States.
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| BENCHMARK CODE | BENCHMARK |
| SS.3.AA.1.1 | Identify African Americans who demonstrated heroism and patriotism (e.g., Booker T. Washington, Jesse Owens, Tuskegee Airmen, Martin Luther King Jr., Rosa Parks, President Barack Obama, 1st Lt. Vernon Baker, Sgt. 1st Class Melvin Morris). |
| BENCHMARK CODE | BENCHMARK |
| SS.4.A.1.1 | Analyze primary and secondary resources to identify significant individuals and events throughout Florida history. Remarks: Examples may include, but are not limited to, photographs, paintings, maps, artifacts, timelines, audio and video, letters and diaries, periodicals, newspaper articles, etc.
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| SS.4.A.1.2 | Synthesize information related to Florida history through print and electronic media. Remarks: Examples may include, but are not limited to, encyclopedias, atlases, newspapers, websites, databases, audio, video, etc.
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| BENCHMARK CODE | BENCHMARK |
| SS.4.A.2.1 | Compare Native American tribes in Florida. Remarks: Examples may include, but are not limited to, Apalachee, Calusa, Tequesta, Timucua, Tocobaga.
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| SS.4.A.3.1 | Identify explorers who came to Florida and the motivations for their expeditions. Remarks: Examples may include, but are not limited to, Ponce de Leon, Juan Garrido, Esteban Dorantes, Tristan deLuna, and an understanding that 2013 is the quincentennial of the founding of Florida.
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| SS.4.A.3.2 | Describe causes and effects of European colonization on the Native American tribes of Florida. Remarks: Examples may include, but are not limited to, protection of ships, search for gold, glory of the mother country, disease, death, and spread of religion.
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| SS.4.A.3.3 | Identify the significance of St. Augustine as the oldest permanent European settlement in the United States. Remarks: Examples may include, but are not limited to, the 450th anniversary of the founding of St. Augustine in 2015 as the first continuous town in the United States, predating other colonial settlements.
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| SS.4.A.3.4 | Explain the purpose of and daily life on missions (San Luis de Talimali in present-day Tallahassee).
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| SS.4.A.3.5 | Identify the significance of Fort Mose as the first free African community in the United States. Remarks: Examples may include, but are not limited to, the differences between Spanish and English treatment of enslavement.
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| SS.4.A.3.6 | Identify the effects of Spanish rule in Florida. Remarks: Examples may include, but are not limited to, names of cities such as Pensacola, etc., agriculture, weapons, architecture, art, music, and food.
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| SS.4.A.3.7 | Identify nations (Spain, France, England) that controlled Florida before it became a United States territory.
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| SS.4.A.3.8 | Explain how the Seminole tribe formed and the purpose for their migration.
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| SS.4.A.3.9 | Explain how Florida (Adams-Onis Treaty) became a U.S. territory.
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| SS.4.A.3.10 | Identify the causes and effects of the Seminole Wars. Remarks: Examples may include, but are not limited to, Jackson's invasion of Florida (First Seminole War), without federal permission.
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| SS.4.A.4.1 | Explain the effects of technological advances on Florida. Remarks: Examples may include, but are not limited to, steam engine, steamboats, delivery of water to some areas of the state.
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| SS.4.A.4.2 | Describe pioneer life in Florida. Remarks: Examples may include, but are not limited to, the role of men, women, children, Florida Crackers, Black Seminoles.
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| SS.4.A.5.1 | Describe Florida's involvement (secession, blockades of ports, the battles of Ft. Pickens, Olustee, Ft. Brooke, Natural Bridge, food supply) in the Civil War. Remarks: Additional examples may also include, but are not limited to, Ft. Zachary Taylor, the plantation culture, the First Florida Cavalry.
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| SS.4.A.5.2 | Summarize challenges Floridians faced during Reconstruction. Remarks: Examples may include, but are not limited to, sharecropping, segregation, and black participation in state and federal governments.
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| SS.4.A.6.1 | Describe the economic development of Florida's major industries. Remarks: Examples of industries may include, but are not limited to, timber, citrus, cattle, tourism, phosphate, cigar, railroads, bridges, air conditioning, sponge, shrimping, and wrecking (pirating).
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| SS.4.A.6.2 | Summarize contributions immigrant groups made to Florida. Remarks: Examples may include, but are not limited to, language, food, art, beliefs and practices, literature, education, and clothing.
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| SS.4.A.6.3 | Describe the contributions of significant individuals to Florida. Remarks: Examples may include, but are not limited to, John Gorrie, Henry Flagler, Henry Plant, Lue Gim Gong, Vincente Martinez Ybor, Julia Tuttle, Mary McLeod Bethune, Thomas Alva Edison, James Weldon Johnson, Marjorie Kinnan Rawlings.
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| SS.4.A.6.4 | Describe effects of the Spanish American War on Florida. Remarks: Examples may include, but are not limited to, cigar industry, temporary economic boom at Ft. Brooke due to Rough Riders, Cuban immigration.
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| SS.4.A.7.1 | Describe the causes and effects of the 1920's Florida land boom and bust. Remarks: Examples may include, but are not limited to, land speculation.
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| SS.4.A.7.2 | Summarize challenges Floridians faced during the Great Depression. Remarks: Examples may include, but are not limited to, the Labor Day hurricane of 1935 and the Mediterranean fruit fly.
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| SS.4.A.7.3 | Identify Florida's role in World War II. Remarks: Examples may include, but are not limited to, warfare near Florida's shores and training bases in Florida (Miami, Tampa, Tallahassee, etc.), spying near the coast, Mosquito Fleet.
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| SS.4.A.8.1 | Identify Florida's role in the Civil Rights Movement. Remarks: Examples may include, but are not limited to, Tallahassee Bus Boycotts, civil disobedience, and the legacy of early civil rights pioneers, Harry T. and Harriette V. Moore.
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| SS.4.A.8.2 | Describe how and why immigration impacts Florida today.
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| SS.4.A.8.3 | Describe the effect of the United States space program on Florida's economy and growth.
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| SS.4.A.8.4 | Explain how tourism affects Florida's economy and growth.
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| SS.4.A.9.1 | Utilize timelines to sequence key events in Florida history.
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| SS.4.G.1.1 | Identify physical features of Florida. Remarks: Examples are bodies of water, location, landforms.
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| SS.4.G.1.2 | Locate and label cultural features on a Florida map. Remarks: Examples are state capitals, major cities, tourist attractions.
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| SS.4.G.1.3 | Explain how weather impacts Florida. Remarks: Examples are hurricanes, thunderstorms, drought, mild climate.
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| SS.4.G.1.4 | Interpret political and physical maps using map elements (title, compass rose, cardinal directions, intermediate directions, symbols, legend, scale, longitude, latitude).
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| SS.4.E.1.1 | Identify entrepreneurs from various social and ethnic backgrounds who have influenced Florida and local economy.
Remarks: Examples are Henry Flagler, Walt Disney, Ed Ball, Alfred Dupont, Julia Tuttle, Vincente Martinez Ybor.
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| SS.4.E.1.2 | Explain Florida's role in the national and international economy and conditions that attract businesses to the state. Remarks: Examples are tourism, agriculture, phosphate, space industry.
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| SS.4.CG.1.1 | Explain why the Florida government has a written Constitution. Clarifications: Clarification 1: Students will recognize that every state has a state constitution. Clarification 2: Students will explain the relationship between a written constitution, the government established and the citizens.
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| SS.4.CG.2.1 | Identify and describe how citizens work with local and state governments to solve problems. Clarifications: Clarification 1: Students will explain how public issues, such as taxation, roads, zoning and schools, impact citizens’ daily lives. Clarification 2: Students will describe how citizens can help solve community and state problems (e.g., attending government meetings, communicating with their elected representatives).
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| SS.4.CG.2.2 | Explain the importance of voting, public service and volunteerism to the state and nation. Clarifications: Clarification 1: Students will explain how voting, public service and volunteerism contribute to the preservation of the republic. Clarification 2: Students will discuss different types of public service and volunteerism.
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| SS.4.CG.2.3 | Identify individuals who represent the citizens of Florida at the state level. Clarifications: Clarification 1: Students will identify their local state senator and state representative. Clarification 2: Students will identify appropriate methods for communicating with elected officials. Clarification 3: Students will recognize that Florida has a representative government.
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| SS.4.CG.3.1 | Explain the structure and functions of the legislative, executive and judicial branches of government in Florida. Clarifications: Clarification 1: Students will compare the powers of Florida’s three branches of government. Clarification 2: Students will explain how the Declaration of Rights in the Florida Constitution protects the rights of citizens.
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| SS.4.CG.3.2 | Compare the structure, functions and processes of local and state government. Clarifications: Clarification 1: Students will identify how government is organized at the local and state level including, but not limited to, legislative branch (e.g., legislature, city/county commission), executive branch (e.g., governor, mayor) and judicial branch (e.g., county and circuit courts).
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| SS.4.FL.1.1 | People have many different types of jobs from which to choose. Identify different jobs requiring people to have different skills. Remarks: Make a list of different types of jobs and describe the different skills associated with each job.
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| SS.4.FL.1.2 | People earn an income when they are hired by an employer to work at a job. Explain why employers are willing to pay people to do their work.
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| SS.4.FL.1.3 | Workers are paid for their labor in different ways such as wages, salaries, or commissions. Explain the ways in which workers are paid. Examples: Explain how a waitress, a teacher, and a realtor are paid.
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| SS.4.FL.1.4 | People can earn interest income from letting other people borrow their money. Explain why banks and financial institutions pay people interest when they deposit their money at those institutions.
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| SS.4.FL.1.5 | People can earn income by renting their property to other people. Identify different types of property (such as apartments, automobiles, or tools) that people own and on which rent is paid.
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| SS.4.FL.1.6 | Describe ways that people who own a business can earn a profit, which is a source of income.
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| SS.4.FL.1.7 | Entrepreneurs are people who start new businesses. Entrepreneurs do not know if their new businesses will be successful and earn a profit. Identify ways in which starting a business is risky for entrepreneurs. Remarks: Read a children’s book about an entrepreneur and identify the type of business started, the possible risks of running the business, and what the entrepreneur expected to earn.
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| SS.4.FL.1.8 | Income earned from working and most other sources of income are taxed. Describe ways that the revenue from these taxes is used to pay for government provided goods and services. Remarks: Describe examples of government-provided goods and services that are paid for with taxes.
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| SS.4.FL.2.1 | Explain that economic wants are desires that can be satisfied by consuming a good, a service, or a leisure activity. Remarks: Brainstorm a list of wants and then identify examples of goods, services, or leisure activities they can buy to satisfy each want.
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| SS.4.FL.2.2 | Explain that people make choices about what goods and services they buy because they can’t have everything they want. This requires individuals to prioritize their wants. Remarks: Create a list of goods or services they want given a set budget constraint, rank the goods and services from the most to the least desired, and justify their ranking.
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| SS.4.FL.2.3 | Identify some of the ways that people spend a portion of their income on goods and services in order to increase their personal satisfaction or happiness. Remarks: Explain why consumers with identical vacation budgets choose different options when planning a weeklong vacation.
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| SS.4.FL.2.4 | Discuss that whenever people buy something, they incur an opportunity cost. Opportunity cost is the value of the next best alternative that is given up when a person makes a choice. Remarks: Present an example of a buying choice a person made and identify the opportunity cost of that choice.
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| SS.4.FL.2.5 | Explain that costs are things that a decision maker gives up; benefits are things that a decision maker gains. Make an informed decision by comparing the costs and benefits of spending alternatives. Remarks: Compare the costs and benefits of buying a bicycle in two settings, rural and urban, and for different people including a younger child, a teenager, and a grandparent.
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| SS.4.FL.2.6 | Predict how people’s spending choices are influenced by prices as well as many other factors, including advertising, the spending choices of others, and peer pressure. Remarks: Write stories about how individual spending choices were informed or influenced by advertising, the spending choices of others, peer pressure, or the prices of alternative choices. Explain why shopping with a list can help consumers with their spending choices.
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| SS.4.FL.2.7 | Planning for spending can help people make informed choices. Develop a budget plan for spending, saving, and managing income. Remarks: Create a budget for a set amount of allowance income that includes expenses (buying of goods and services) and savings.
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| SS.4.FL.3.1 | Identify ways that income is saved, spent on goods and services, or used to pay taxes. Remarks: Explain the difference between saving and spending and give examples of each.
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| SS.4.FL.3.2 | Explain that when people save money, they give up the opportunity to buy things now in order to buy things later. Remarks: Describe what a person gives up when he or she deposits $20 into a savings account.
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| SS.4.FL.3.3 | Identify ways that people can choose to save money in many places—for example, at home in a piggy bank or at a commercial bank, credit union, or savings and loan. Remarks: Draw a picture identifying the different places where people can save their money.
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| SS.4.FL.3.4 | Identify savings goals people set as incentives to save. One savings goal might be to buy goods and services in the future. Remarks: Read a children’s book and identify a character’s savings goal and whether the character meets the savings goal.
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| SS.4.FL.3.5 | Explain that when people deposit money into a bank (or other financial institution), the bank may pay them interest. Banks attract savings by paying interest. People also deposit money into banks because banks are safe places to keep their savings. Remarks: Describe the advantages of saving money in a savings account rather than putting the money into a piggy bank.
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| SS.4.FL.4.1 | Discuss that interest is the price the borrower pays for using someone else’s money. Remarks: Explain the reason why, when a person borrows $100 to buy a new cell phone, he or she will have to pay back more than the $100 at a future date.
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| SS.4.FL.4.2 | Identify instances when people use credit, that they receive something of value now and agree to repay the lender over time, or at some date in the future, with interest. Remarks: Identify goods and services people often purchase with the use of a loan.
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| SS.4.FL.5.1 | Explain that after people have saved some of their income, they must decide how to invest their savings so that it can grow over time. Remarks: Describe the difference between saving and financial investing.
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| SS.4.FL.5.2 | Explain that a financial investment is the purchase of a financial asset such as a stock with the expectation of an increase in the value of the asset and/or increase in future income. Remarks: Explain why a stockholder may benefit if the company produces an increasingly popular product.
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| SS.4.FL.6.1 | Explain that risk is the chance of loss or harm. Remarks: Give examples of the risk associated with activities such as riding a bicycle, using a skateboard, or having a pet.
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| SS.4.FL.6.2 | Explain that risk from accidents and unexpected events is an unavoidable part of daily life. Remarks: Write a newspaper article on an unexpected “bad” event such as a tornado, car accident, or illness, and describe the effect the event would have on individuals and their families.
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| SS.4.FL.6.3 | Describe ways that individuals can either choose to accept risk or take steps to protect themselves by avoiding or reducing risk. Remarks: Draw a poster depicting an age-appropriate activity (e.g., owning and riding a bicycle) that illustrates how to avoid risk of harm or loss (not riding the bike) or how to reduce the chance of a bad event (riding in a safe manner) and potential harm of the bad event (wearing a bike helmet).
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| SS.4.FL.6.4 | Discuss that one method to cope with unexpected losses is to save for emergencies. Remarks: Give examples of events for which emergency savings could offset financial losses.
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| SS.4.AA.1.1 | Identify African American community leaders who made positive contributions in the state of Florida (e.g., Zora Neale Hurston, Florida Highwaymen, Mary McLeod Bethune, Evan B. Forde, Bessie Coleman, Gen. Daniel “Chappie” James, Bob Hayes, Sylvia Fowles). |
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| SS.5.A.1.1 | Use primary and secondary sources to understand history. Remarks: Examples may include, but are not limited to, diaries, letters, newspapers, audio/video recordings, pictures, photographs, maps, graphs. Examples of all of these forms of primary sources may be found on various websites such as the site for The Kinsey Collection.
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| SS.5.A.1.2 | Utilize timelines to identify and discuss American History time periods.
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| SS.5.A.2.1 | Compare cultural aspects of ancient American civilizations (Aztecs/Mayas; Mound Builders/Anasazi/Inuit). Remarks: Examples may include, but are not limited to, those listed in the benchmark.
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| SS.5.A.2.2 | Identify Native American tribes from different geographic regions of North America (cliff dwellers and Pueblo people of the desert Southwest, coastal tribes of the Pacific Northwest, nomadic nations of the Great Plains, woodland tribes east of the Mississippi River). Remarks: Examples may include, but are not limited to, those listed in the benchmark.
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| SS.5.A.2.3 | Compare cultural aspects of Native American tribes from different geographic regions of North America including but not limited to clothing, shelter, food, major beliefs and practices, music, art, and interactions with the environment.
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| SS.5.A.3.1 | Describe technological developments that shaped European exploration. Remarks: Examples may include, but are not limited to, orienteering compass, sextant, astrolabe, seaworthy ships, and gunpowder.
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| SS.5.A.3.2 | Investigate (nationality, sponsoring country, motives, dates and routes of travel, accomplishments) the European explorers. Remarks: In addition to those listed in the benchmark, examples may include, but are not limited to, Spanish, English, Dutch, Icelandic (Viking), and Swedish explorers.
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| SS.5.A.3.3 | Describe interactions among Native Americans, Africans, English, French, Dutch, and Spanish for control of North America. Remarks: Examples may include, but are not limited to, diseases,agriculture, slavery, fur trade, military alliances, treaties, cultural interchanges.
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| SS.5.A.4.1 | Identify the economic, political and socio-cultural motivation for colonial settlement. Remarks: Examples may include, but are not limited to, Puritans, Quakers, and Catholics fleeing from religious persecution, debtor settlements in Georgia, military stronghold and protection of trade routes at St. Augustine, establishment of the Jamestown colony for profit, and French and Dutch competition for the fur trade..
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| SS.5.A.4.2 | Compare characteristics of New England, Middle, and Southern colonies. Remarks: Examples may include, but are not limited to, colonial governments, geographic influences, resources and economic systems, occupations, religion, education, and social patterns.
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| SS.5.A.4.3 | Identify significant individuals responsible for the development of the New England, Middle, and Southern colonies. Remarks: Examples may include, but are not limited to, William Penn, Pontiac, Olaudah Equiano, George Whitefield, Roger Williams, John Winthrop, John Smith, John Rolfe, James Oglethorpe, Anne Hutchinson, Lord Baltimore.
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| SS.5.A.4.4 | Demonstrate an understanding of political, economic, and social aspects of daily colonial life in the thirteen colonies. Remarks: Examples may include, but are not limited to, town meetings, farming, occupation, slavery, bartering, education, games, science, technology, transportation, religion.
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| SS.5.A.4.5 | Explain the importance of Triangular Trade linking Africa, the West Indies, the British Colonies, and Europe.
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| SS.5.A.4.6 | Describe the introduction, impact, and role of slavery in the colonies. Remarks: Examples may include, but are not limited to, cultural contributions, skilled labor, the move away from indentured servitude, growth of plantations, differences in treatment of slaves by region and assigned job (house slave v. field slave).
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| SS.5.A.5.1 | Identify and explain significant events leading up to the American Revolution. Remarks: Examples may include, but are not limited to, the French and Indian War, the Stamp Act, the Townshend Acts, the Boston Massacre, the Boston Tea Party, the Coercive Acts, the Powder Alarms.
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| SS.5.A.5.2 | Identify significant individuals and groups who played a role in the American Revolution. Remarks: Examples may include, but are not limited to, King George III, Patrick Henry, Thomas Jefferson, George Washington, John Adams, John Hancock, Crispus Attucks, Ben Franklin, Paul Revere and Patriots, Sons of Liberty, Daughters of Liberty, Continental Congress, James Armistead, Francis Marion.
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| SS.5.A.5.3 | Explain the significance of historical documents including key political concepts, origins of these concepts, and their role in American independence. Remarks: Examples may include, but are not limited to, the Magna Carta, the English Bill of Rights, the Mayflower Compact, Common Sense, the Declaration of Independence.
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| SS.5.A.5.4 | Examine and explain the changing roles and impact of significant women during the American Revolution. Remarks: Examples may include, but are not limited to, Abigail Adams, Martha Washington, Phyllis Wheatley, Mercy Otis Warren, Molly Pitcher, Deborah Sampson, Margaret Gage.
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| SS.5.A.5.5 | Examine and compare major battles and military campaigns of the American Revolution. Remarks: Examples may include, but are not limited to, Lexington and Concord, Saratoga, Valley Forge, Yorktown, Savannah, Charleston, Trenton, Princeton, Bunker Hill.
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| SS.5.A.5.6 | Identify the contributions of foreign alliances and individuals to the outcome of the Revolution. Remarks: Examples my include, but are not limited to, France, Lafayette, Spain, de Galvez, von Stueben (aka de Steuben), Pulaski, Haiti.
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| SS.5.A.5.7 | Explain economic, military, and political factors which led to the end of the Revolutionary War. Remarks: Examples may include, but are not limited to, foreign alliances, rising cost for England, Treaty of Paris.
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| SS.5.A.5.8 | Evaluate the personal and political hardships resulting from the American Revolution. Remarks: Examples may include, but are not limited to, financing the war effort, war time inflation, profiteering, loss of family and property, dissent within families and between colonies.
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| SS.5.A.5.9 | Discuss the impact and significance of land policies developed under the Confederation Congress (Northwest Ordinance of 1787). Remarks: Examples may include, but are not limited to, those listed in the benchmark.
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| SS.5.A.5.10 | Examine the significance of the Constitution including its key political concepts, origins of those concepts, and their role in American democracy. Remarks: Examples may include, but are not limited to, liberty, representative government, limited government, individual rights, "bundle of compromises."
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| SS.5.A.6.1 | Describe the causes and effects of the Louisiana Purchase.
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| SS.5.A.6.2 | Identify roles and contributions of significant people during the period of westward expansion. Remarks: Examples may include, but are not limited to, Lewis and Clark, Sacagawea, York, Thomas Jefferson, Andrew Jackson, Tecumseh, Jean Baptiste Point Du Sable.
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| SS.5.A.6.3 | Examine 19th century advancements (canals, roads, steamboats, flat boats, overland wagons, Pony Express, railroads) in transportation and communication. Remarks: In addition to those liseted in the benchmark, examples may include, but are not limited to, the telegraph, Morse Code.
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| SS.5.A.6.4 | Explain the importance of the explorations west of the Mississippi River. Remarks: Examples may include, but are not limited to, Meriwether Lewis and William Clark, Zebulon Pike, John Fremont, the Mormon migration, the Forty-niners, the Oregon Trail.
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| SS.5.A.6.5 | Identify the causes and effects of the War of 1812. Remarks: Examples may include, but are notl imited to, nationalism, neutrality in trade, impressment, border forts.
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| SS.5.A.6.6 | Explain how westward expansion affected Native Americans. Remarks: Examples may include, but are not limited to, the Trail of Tears and Indian Removal Act.
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| SS.5.A.6.7 | Discuss the concept of Manifest Destiny.
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| SS.5.A.6.8 | Describe the causes and effects of the Missouri Compromise.
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| SS.5.A.6.9 | Describe the hardships of settlers along the overland trails to the west. Remarks: Examples may include, but are not limited to, location of routes, terrain, rivers, climate, vegetation, conflicts with Native Americans.
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| SS.5.G.1.1 | Interpret current and historical information using a variety of geographic tools. Remarks: Examples are maps, globes, Geographic Information Systems (GIS).
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| SS.5.G.1.2 | Use latitude and longitude to locate places.
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| SS.5.G.1.3 | Identify major United States physical features on a map of North America. Remarks: Examples are Rocky Mountains, Appalachian Mountains, Mississippi River, Great Lakes, Great Plains, Rocky Mountains, Rio Grande, Lake Okeechobee, Mojave Desert.
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| SS.5.G.1.4 | Construct maps, charts, and graphs to display geographic information.
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| SS.5.G.1.5 | Identify and locate the original thirteen colonies on a map of North America.
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| SS.5.G.1.6 | Locate and identify states, capitals, and United States Territories on a map.
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| SS.5.G.2.1 | Describe the push-pull factors (economy, natural hazards, tourism, climate, physical features) that influenced boundary changes within the United States.
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| SS.5.G.3.1 | Describe the impact that past natural events have had on human and physical environments in the United States through 1850. Remarks: An example is the harsh winter in Jamestown.
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| SS.5.G.4.1 | Use geographic knowledge and skills when discussing current events. Remarks: Examples are recognizing patterns, mapping, graphing.
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| SS.5.G.4.2 | Use geography concepts and skills such as recognizing patterns, mapping, graphing to find solutions for local, state, or national problems.
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| SS.5.E.1.1 | Identify how trade promoted economic growth in North America from pre-Columbian times to 1850. Remarks: Examples are Triangular Trade and tobacco.
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| SS.5.E.1.2 | Describe a market economy, and give examples of how the colonial and early American economy exhibited these characteristics.
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| SS.5.E.1.3 | Trace the development of technology and the impact of major inventions on business productivity during the early development of the United States. Remarks: Examples are Franklin stove, bifocals, double sided needle, cotton gin, Turtle submarine.
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| SS.5.E.2.1 | Recognize the positive and negative effects of voluntary trade among Native Americans, European explorers, and colonists.
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| SS.5.CG.1.1 | Recognize that the Declaration of Independence affirms that every U.S. citizen has certain unalienable rights. Clarifications: Clarification 1: Students will identify the grievances detailed in the Declaration of Independence. Clarification 2: Students will describe the idea of “unalienable rights” in the Declaration of Independence as it relates to each citizen. Clarification 3: Students will discuss the consequences of governments not recognizing that citizens have certain unalienable rights.
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| SS.5.CG.1.2 | Explain how and why the U.S. government was created by the U.S. Constitution. Clarifications: Clarification 1: Students will identify the strengths and weaknesses of the Articles of Confederation. Clarification 2: Students will explain the goals of the 1787 Constitutional Convention. Clarification 3: Students will describe why compromises were made during the writing of the Constitution and identify compromises (e.g., Great Compromise, the Three-Fifths Compromise, the Electoral College). Clarification 4: Students will identify Federalist and Anti-Federalist arguments supporting and opposing the ratification of the U.S. Constitution.
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| SS.5.CG.1.3 | Discuss arguments for adopting a representative form of government. Clarifications: Clarification 1: Students will explain what is meant by a representative government.
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| SS.5.CG.1.4 | Describe the history, meaning and significance of the Bill of Rights. Clarifications: Clarification 1: Students will describe how concerns about individual rights led to the inclusion of the Bill of Rights in the U.S. Constitution.
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| SS.5.CG.2.1 | Discuss the political ideas of Patriots, Loyalists and other colonists about the American Revolution. Clarifications: Clarification 1: Students will describe the political philosophy of American Patriots and why those ideas led them to declare independence from the British Empire. Clarification 2: Students will explain why colonists would choose to side with the British during the American Revolution. Clarification 3: Students will examine motivations for the decision to not take a side during the American Revolution.
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| SS.5.CG.2.2 | Compare forms of political participation in the colonial period to today. Clarifications: Clarification 1: Students will describe forms of political participation in the colonial period (e.g., serving on juries, militia service, participation in elections for government). Clarification 2: Students will identify ways citizens participate in the political process today (e.g., serving on juries, participation in elections for government).
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| SS.5.CG.2.3 | Analyze how the U.S. Constitution expanded civic participation over time. Clarifications: Clarification 1: Students will describe how the U.S. Constitution expanded voting rights through amendments and legislation including, but not limited to, the 15th, 19th, 24th and 26th Amendments, and the Voting Rights Act of 1965.
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| SS.5.CG.2.4 | Evaluate the importance of civic duties and responsibilities to the preservation of the United States’ constitutional republic. Clarifications: Clarification 1: Students will explain what it means for the United States to be a constitutional republic. Clarification 2: Students will identify duties (e.g., obeying the law, paying taxes, serving on a jury) and responsibilities (e.g., voting, keeping informed on public issues) that citizens are expected to fulfill. Clarification 3: Students will explain what could happen to the United States if citizens did not fulfill their civic duties and responsibilities.
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| SS.5.CG.2.5 | Identify individuals who represent the citizens of Florida at the national level. Clarifications: Clarification 1: Students will identify Florida’s U.S. senators and the U.S. representative for their district. Clarification 2: Students will discuss the constitutional qualifications for office, term length, authority, duties, activities and compensation.
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| SS.5.CG.2.6 | Explain symbols and documents that represent the United States. Clarifications: Clarification 1: Students will recognize the Great Seal of the United States and the Star-Spangled Banner as symbols that represent the United States. Clarification 2: Students will recognize the U.S. Constitution (specifically the Bill of Rights) and the Emancipation Proclamation as documents that represent the United States.
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| BENCHMARK CODE | BENCHMARK |
| SS.5.CG.3.1 | Describe the organizational structure and powers of the national government as defined in Articles I, II and III of the U.S. Constitution. Clarifications: Clarification 1: Students will identify legislative, executive and judicial branch functions of the U.S. government as defined in Articles I, II and III of the U.S. Constitution. Clarification 2: Students will explain why the Constitution divides the national government into three branches.
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| SS.5.CG.3.2 | Analyze how the U.S. Constitution and Bill of Rights limit the power of the national government and protect citizens from an oppressive government. Clarifications: Clarification 1: Students will recognize examples of what to include, but not be limited to, popular sovereignty, rule of law, separation of powers, checks and balances, federalism, the amendment process, and the fundamental rights of citizens in the Bill of Rights.
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| SS.5.CG.3.3 | Explain the role of the court system in interpreting law and settling conflicts. Clarifications: Clarification 1: Students will explain why the U.S. Supreme Court is the highest court in the system. Clarification 2: Students will explain why both the United States and Florida have a Supreme Court.
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| SS.5.CG.3.4 | Describe the process for amending the U.S. Constitution. Clarifications: Clarification 1: Students will explain why the U.S. Constitution includes the amendment process. Clarification 2: Students will identify amendments to the U.S. Constitution.
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| SS.5.CG.3.5 | Explain how the U.S. Constitution influenced the Florida Constitution. Clarifications: Clarification 1: Students will explain why the U.S. Constitution includes the amendment process. Clarification 2: Students will identify amendments to the U.S. Constitution.
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| SS.5.CG.3.6 | Explain the relationship between the state and national governments. Clarifications: Clarification 1: Students will define federalism as it applies to the United States. Clarification 2: Students will provide examples of powers granted to the national government and those reserved to the states. Clarification 3: Students will provide examples of cooperation between the U.S. and Florida governments.
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| BENCHMARK CODE | BENCHMARK |
| SS.5.HE.1.1 | Define the Holocaust as the planned and systematic state-sponsored persecution and murder of European Jews by Nazi Germany and its collaborators between 1933 and 1945. Clarifications: Clarification 1: Students will define antisemitism as prejudice against or hatred of the Jewish people. Clarification 2: Students will recognize the Holocaust as history’s most extreme example of antisemitism. Clarification3: Students will identify examples of antisemitism (e.g., calling for, aiding, or justifying the killing or harming of Jews).
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| BENCHMARK CODE | BENCHMARK |
| SS.5.AA.1.1 | Examine the life of African Americans in the colonial era. Clarifications: Clarification 1: Instruction includes what life was like for the earliest slaves and the emancipated in North America. |
| SS.5.AA.1.2 | Examine the Underground Railroad and how former slaves partnered with other free people and groups in assisting those escaping from slavery. |
| SS.5.AA.1.3 | Examine key figures and events in abolitionist movements. |
| SS.5.AA.1.4 | Identify freedoms and rights secured for and by former slaves. Clarifications: Clarification 1: Instruction will include the Emancipation Proclamation, 13th, 14th and 15th Amendments to the Constitution of the United States. |
| SS.5.AA.1.5 | Examine the roles and contributions of significant African Americans during westward expansion (e.g., Benjamin “Pap” Singleton, James Beckwourth, Buffalo Soldiers, York [American explorer]). |
| SS.5.AA.1.6 | Examine the experiences and contributions of African Americans in early Florida. Clarifications: Clarification 1: Instruction includes African American communities (e.g., Fort Mose, Angola Community, Black Seminoles, Fort Gadsden, Lincolnville, Eatonville). |
| BENCHMARK CODE | BENCHMARK |
| SS.68.HE.1.1 | Examine the Holocaust as the planned and systematic state-sponsored persecution and murder of European Jews by Nazi Germany and its collaborators between 1933 and 1945. Clarifications: Clarification 1: Students will describe the basic beliefs of Judaism and trace the origins and history of Jews in Europe. Clarification 2: Students will analyze how antisemitism led to and contributed to the Holocaust. Clarification 3: Students will identify examples of antisemitism (e.g., making mendacious, dehumanizing, demonizing or stereotypical allegations about Jews; demonizing Israel by using the symbols and images associated with classic antisemitism to characterize Israel or Israelis).
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| BENCHMARK CODE | BENCHMARK |
| SS.68.AA.1.1 | Identify Afro-Eurasian trade routes and methods prior to the development of the Atlantic slave trade. Clarifications: Clarification 1: Instruction includes how slavery was utilized in Asian, European and African cultures. Clarification 2: Instruction includes the similarities and differences between serfdom and slavery. Clarification 3: Instruction includes the use of maps to identify trade routes. |
| SS.68.AA.1.2 | Describe the contact of European explorers with systematic slave trading in Africa. |
| SS.68.AA.1.3 | Examine the evolution of the labor force in the use of indentured servitude contracts. Clarifications: Clarification 1: Instruction includes the comparative treatment of indentured servants of European and African extraction. Clarification 2: Instruction includes the transition from an indentured to a slave-based economy. |
| SS.68.AA.1.4 | Describe the history and evolution of slave codes. Clarifications: Clarification 1: Instruction includes judicial and legislative actions concerning slavery. |
| SS.68.AA.1.5 | Analyze slave revolts that happened in early colonial America and how political leaders reacted (e.g., 1712 revolt in New York City, Stono Rebellion [1739]). |
| SS.68.AA.1.6 | Examine the service and sacrifice of African patriots during the Revolutionary Era (e.g., Crispus Attucks, Peter Salem, James Armistead Lafayette, 1st Rhode Island Regiment). |
| BENCHMARK CODE | BENCHMARK |
| SS.68.AA.2.1 | Explain early congressional actions regarding the institution of slavery (i.e., Northwest Ordinance of 1787, Three-Fifths Compromise, Act Prohibiting Importation of Slaves of 1808). |
| SS.68.AA.2.2 | Explain the effect of the cotton industry on the expansion of slavery due to Eli Whitney’s Cotton Gin. Clarifications: Clarification 1: Instruction includes the use of a map to show westward expansion. |
| SS.68.AA.2.3 | Examine the various duties and trades performed by slaves (e.g., agricultural work, painting, carpentry, tailoring, domestic service, blacksmithing, transportation). Clarifications: Clarification 1: Instruction includes how slaves developed skills which, in some instances, could be applied for their personal benefit. |
| SS.68.AA.2.4 | Examine the Underground Railroad and its importance to those seeking freedom. Clarifications: Clarification 1: Instruction includes how collaboration of free blacks, whites, churches and organizations assisted in the Underground Railroad (e.g., Harriet Tubman, William Lambert, Levi Coffin, William Still). Clarification 2: Instruction includes the use of “spirituals” and symbols as a form of communication, coordination, coding and expression. |
| SS.68.AA.2.5 | Identify political figures who strove to abolish the institution of slavery (e.g., Thaddeus Stevens, Abraham Lincoln, Zachariah Chandler). |
| SS.68.AA.2.6 | Evaluate various abolitionist movements that continuously pushed to end slavery. Clarifications: Clarification 1: Instruction includes the Society of Friends (Quakers) and their efforts to end slavery throughout the United States. Clarification 2: Instruction includes writings by Africans living in the United States and their effect on the abolitionist movement (e.g., Sojourner Truth, Frederick Douglass, William Wells Brown, David Walker, Martin Delaney). |
| SS.68.AA.2.7 | Examine how the status of slaves, those who had escaped slavery and free blacks affected their contributions to the Civil War effort. |
| SS.68.AA.2.8 | Describe significant contributions made by key figures during Reconstruction (e.g., President Ulysses S. Grant, Secretary of War Edwin Stanton, Frederick Douglass, Lyman Trumbull). |
| BENCHMARK CODE | BENCHMARK |
| SS.6.G.1.1 | Use latitude and longitude coordinates to understand the relationship between people and places on the Earth.
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| SS.6.G.1.2 | Analyze the purposes of map projections (political, physical, special purpose) and explain the applications of various types of maps.
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| SS.6.G.1.3 | Identify natural wonders of the ancient world. Remarks: Examples are Seven Natural Wonders of Africa, Himalayas, Gobi Desert.
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| SS.6.G.1.4 | Utilize tools geographers use to study the world. Remarks: Examples are maps, globes, graphs, charts and geo-spatial tools such as GPS (global positioning system), GIS (Geographic Information Systems), satellite imagery, aerial photography, online mapping resources.
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| SS.6.G.1.5 | Use scale, cardinal, and intermediate directions, and estimation of distances between places on current and ancient maps of the world.
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| SS.6.G.1.6 | Use a map to identify major bodies of water of the world, and explain ways they have impacted the development of civilizations. Remarks: Examples are major rivers, seas, oceans.
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| SS.6.G.1.7 | Use maps to identify characteristics and boundaries of ancient civilizations that have shaped the world today. Remarks: Examples are Phoenicia, Carthage, Crete, Egypt, Greece, Rome, Kush.
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| BENCHMARK CODE | BENCHMARK |
| SS.6.G.2.1 | Explain how major physical characteristics, natural resources, climate, and absolute and relative locations have influenced settlement, interactions, and the economies of ancient civilizations of the world.
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| SS.6.G.2.2 | Differentiate between continents, regions, countries, and cities in order to understand the complexities of regions created by civilizations. Remarks: Examples are city-states, provinces, kingdoms, empires.
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| SS.6.G.2.3 | Analyze the relationship of physical geography to the development of ancient river valley civilizations. Remarks: Examples are Tigris and Euphrates [Mesopotamia], Nile [Egypt], Indus and Ganges [Ancient India], and Huang He [Ancient China].
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| SS.6.G.2.4 | Explain how the geographical location of ancient civilizations contributed to the culture and politics of those societies. Remarks: Examples are Egypt, Rome, Greece, China, Kush.
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| SS.6.G.2.5 | Interpret how geographic boundaries invite or limit interaction with other regions and cultures. Remarks: Examples are China limits and Greece invites.
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| SS.6.G.2.6 | Explain the concept of cultural diffusion, and identify the influences of different ancient cultures on one another. Remarks: Examples are Phoenicia on Greece and Greece on Rome.
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| SS.6.G.2.7 | Interpret choropleths or dot-density maps to explain the distribution of population in the ancient world.
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| BENCHMARK CODE | BENCHMARK |
| SS.6.G.3.1 | Explain how the physical landscape has affected the development of agriculture and industry in the ancient world. Remarks: Examples are terracing, seasonal crop rotations, resource development.
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| SS.6.G.3.2 | Analyze the impact of human populations on the ancient world's ecosystems.
Remarks: Examples are desertification, deforestation, abuse of resources, erosion.
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| BENCHMARK CODE | BENCHMARK |
| SS.6.G.4.1 | Explain how family and ethnic relationships influenced ancient cultures.
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| SS.6.G.4.2 | Use maps to trace significant migrations, and analyze their results. Remarks: Examples are prehistoric Asians to the Americas, Aryans in Asia, Germanic tribes throughout Europe.
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| SS.6.G.4.3 | Locate sites in Africa and Asia where archaeologists have found evidence of early human societies, and trace their migration patterns to other parts of the world.
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| SS.6.G.4.4 | Map and analyze the impact of the spread of various belief systems in the ancient world. Remarks: Examples are Buddhism, Christianity, Judaism.
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| BENCHMARK CODE | BENCHMARK |
| SS.6.G.5.1 | Identify the methods used to compensate for the scarcity of resources in the ancient world. Remarks: Examples are water in the Middle East, fertile soil, fuel.
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| SS.6.G.5.2 | Use geographic terms and tools to explain why ancient civilizations developed networks of highways, waterways, and other transportation linkages.
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| SS.6.G.5.3 | Use geographic tools and terms to analyze how famine, drought, and natural disasters plagued many ancient civilizations. Remarks: Examples are flooding of the Nile, drought in Africa, volcanoes in the Mediterranean region, famine in Asia.
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| BENCHMARK CODE | BENCHMARK |
| SS.6.G.6.1 | Describe the Six Essential Elements of Geography (The World in Spatial Terms, Places and Regions, Physical Systems, Human Systems, Environment, The Uses of Geography) as the organizing framework for understanding the world and its people.
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| SS.6.G.6.2 | Compare maps of the world in ancient times with current political maps.
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| BENCHMARK CODE | BENCHMARK |
| SS.6.E.1.1 | Identify the factors (new resources, increased productivity, education, technology, slave economy, territorial expansion) that increase economic growth.
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| SS.6.E.1.2 | Describe and identify traditional and command economies as they appear in different civilizations.
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| SS.6.E.1.3 | Describe the following economic concepts as they relate to early civilization: scarcity, opportunity cost, supply and demand, barter, trade, productive resources (land, labor, capital, entrepreneurship).
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| BENCHMARK CODE | BENCHMARK |
| SS.6.E.2.1 | Evaluate how civilizations through clans, leaders, and family groups make economic decisions for that civilization providing a framework for future city-state or nation development.
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| BENCHMARK CODE | BENCHMARK |
| SS.6.E.3.1 | Identify examples of mediums of exchange (currencies) used for trade (barter) for each civilization, and explain why international trade requires a system for a medium of exchange between trading both inside and among various regions.
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| SS.6.E.3.2 | Categorize products that were traded among civilizations, and give examples of barriers to trade of those products.
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| SS.6.E.3.3 | Describe traditional economies (Egypt, Greece, Rome, Kush) and elements of those economies that led to the rise of a merchant class and trading partners.
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| SS.6.E.3.4 | Describe the relationship among civilizations that engage in trade, including the benefits and drawbacks of voluntary trade.
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| BENCHMARK CODE | BENCHMARK |
| SS.6.W.1.1 | Use timelines to identify chronological order of historical events.
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| SS.6.W.1.2 | Identify terms (decade, century, epoch, era, millennium, BC/BCE, AD/CE) and designations of time periods.
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| SS.6.W.1.3 | Interpret primary and secondary sources. Remarks: Examples are artifacts, images, auditory sources, written sources.
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| SS.6.W.1.4 | Describe the methods of historical inquiry and how history relates to the other social sciences. Remarks: Examples are archaeology, geography, political science, economics.
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| SS.6.W.1.5 | Describe the roles of historians and recognize varying historical interpretations (historiography).
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| SS.6.W.1.6 | Describe how history transmits culture and heritage and provides models of human character.
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| SS.6.W.2.1 | Compare the lifestyles of hunter-gatherers with those of settlers of early agricultural communities.
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| SS.6.W.2.2 | Describe how the developments of agriculture and metallurgy related to settlement, population growth, and the emergence of civilization.
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| SS.6.W.2.3 | Identify the characteristics of civilization. Remarks: Examples are urbanization, specialized labor, advanced technology, government and religious institutions, social classes.
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| SS.6.W.2.4 | Compare the economic, political, social, and religious institutions of ancient river civilizations. Remarks: Examples are Nile, Tigris-Euphrates, Indus, Huang He.
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| SS.6.W.2.5 | Summarize important achievements of Egyptian civilization. Remarks: Examples are agriculture, calendar, pyramids, art and architecture, hieroglyphic writing and record-keeping, literature such as The Book of the Dead, mummification.
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| SS.6.W.2.6 | Determine the contributions of key figures from ancient Egypt. Remarks: Examples are Narmer, Imhotep, Hatshepsut, Ramses the Great, Akhenaten, Tutankhamun.
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| SS.6.W.2.7 | Summarize the important achievements of Mesopotamian civilization. Remarks: Examples are cuneiform writing, epic literature such as Gilgamesh, art and architecture, technology such as the wheel, sail, and plow.
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| SS.6.W.2.8 | Determine the impact of key figures from ancient Mesopotamian civilizations. Remarks: Examples are Abraham, Hammurabi, Nebuchadnezzar, Cyrus, Zoroaster.
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| SS.6.W.2.9 | Identify key figures and basic beliefs of the Israelites and determine how these beliefs compared with those of others in the geographic area. Remarks: Examples are Abraham, Moses, monotheism, law, emphasis on individual worth and responsibility.
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| SS.6.W.2.10 | Compare the emergence of advanced civilizations in Meso and South America with the four early river valley civilizations. Remarks: Examples are Olmec, Zapotec, Chavin.
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| BENCHMARK CODE | BENCHMARK |
| SS.6.W.3.1 | Analyze the cultural impact the ancient Phoenicians had on the Mediterranean world with regard to colonization (Carthage), exploration, maritime commerce (purple dye, tin), and written communication (alphabet).
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| SS.6.W.3.2 | Explain the democratic concepts (polis, civic participation and voting rights, legislative bodies, written constitutions, rule of law) developed in ancient Greece.
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| SS.6.W.3.3 | Compare life in Athens and Sparta (government and the status of citizens, women and children, foreigners, helots).
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| SS.6.W.3.4 | Explain the causes and effects of the Persian and Peloponnesian Wars.
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| SS.6.W.3.5 | Summarize the important achievements and contributions of ancient Greek civilization. Remarks: Examples are art and architecture, athletic competitions, the birth of democracy and civic responsibility, drama, history, literature, mathematics, medicine, philosophy, science, warfare.
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| SS.6.W.3.6 | Determine the impact of key figures from ancient Greece. Remarks: Examples are Aristophanes, Aristotle, Hippocrates, Herodotus, Homer, Pericles, Plato, Pythagoras, Socrates, Solon, Sophocles, Thales, Themistocles, Thucydides.
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| SS.6.W.3.7 | Summarize the key achievements, contributions, and figures associated with The Hellenistic Period. Remarks: Examples are Alexander the Great, Library of Alexandria, Archimedes, Euclid, Plutarch, The Septuagint, Stoicism, Ptolemy I.
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| SS.6.W.3.8 | Determine the impact of significant figures associated with ancient Rome. Remarks: Examples are Augustus, Cicero, Cincinnatus, Cleopatra, Constantine the Great, Diocletian, Tiberius and Gaius Gracchus, Hadrian, Hannibal, Horace, Julius Caesar, Ovid, Romulus and Remus, Marcus Aurelius, Scipio Africanus, Virgil, Theodosius, Attila the Hun.
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| SS.6.W.3.9 | Explain the impact of the Punic Wars on the development of the Roman Empire.
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| SS.6.W.3.10 | Describe the government of the Roman Republic and its contribution to the development of democratic principles (separation of powers, rule of law, representative government, civic duty).
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| SS.6.W.3.11 | Explain the transition from Roman Republic to empire and Imperial Rome, and compare Roman life and culture under each one.
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| SS.6.W.3.12 | Explain the causes for the growth and longevity of the Roman Empire. Remarks: Examples are centralized and efficient government, religious toleration, expansion of citizenship, the legion, the extension of road networks.
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| SS.6.W.3.13 | Identify key figures and the basic beliefs of early Christianity and how these beliefs impacted the Roman Empire. Remarks: Examples are Christian monotheism, Jesus as the son of God, Peter, Paul.
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| SS.6.W.3.14 | Describe the key achievements and contributions of Roman civilization.
Remarks: Examples are art and architecture, engineering, law, literature, technology.
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| SS.6.W.3.15 | Explain the reasons for the gradual decline of the Western Roman Empire after the Pax Romana. Remarks: Examples are internal power struggles, constant Germanic pressure on the frontiers, economic policies, over dependence on slavery and mercenary soldiers.
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| SS.6.W.3.16 | Compare life in the Roman Republic for patricians, plebeians, women, children, and slaves.
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| SS.6.W.3.17 | Explain the spread and influence of the Latin language on Western Civilization. Remarks: Examples are education, law, medicine, religion, science.
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| SS.6.W.3.18 | Describe the rise and fall of the ancient east African kingdoms of Kush and Axum and Christianity's development in Ethiopia.
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| BENCHMARK CODE | BENCHMARK |
| SS.6.W.4.1 | Discuss the significance of Aryan and other tribal migrations on Indian civilization.
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| SS.6.W.4.2 | Explain the major beliefs and practices associated with Hinduism and the social structure of the caste system in ancient India. Remarks: Examples are Brahman, reincarnation, dharma, karma, ahimsa, moksha.
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| SS.6.W.4.3 | Recognize the political and cultural achievements of the Mauryan and Gupta empires.
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| SS.6.W.4.4 | Explain the teachings of Buddha, the importance of Asoka, and how Buddhism spread in India, Ceylon, and other parts of Asia. Remarks: Examples are The Four Noble Truths, Three Qualities, Eightfold Path.
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| SS.6.W.4.5 | Summarize the important achievements and contributions of ancient Indian civilization. Remarks: Examples are Sanskrit, Bhagavad Gita, medicine, metallurgy, and mathematics including Hindu-Arabic numerals and the concept of zero.
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| SS.6.W.4.6 | Describe the concept of the Mandate of Heaven and its connection to the Zhou and later dynasties.
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| SS.6.W.4.7 | Explain the basic teachings of Laozi, Confucius, and Han Fei Zi. Remarks: Examples are filial piety, the role of kinship in maintaining order, hierarchy in Chinese society.
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| SS.6.W.4.8 | Describe the contributions of classical and post classical China. Remarks: Examples are Great Wall, Silk Road, bronze casting, silk-making, movable type, gunpowder, paper-making, magnetic compass, horse collar, stirrup, civil service system, The Analects.
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| SS.6.W.4.9 | Identify key figures from classical and post classical China. Remarks: Examples are Shi Huangdi, Wu-ti, Empress Wu, Chengho.
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| SS.6.W.4.10 | Explain the significance of the silk roads and maritime routes across the Indian Ocean to the movement of goods and ideas among Asia, East Africa, and the Mediterranean Basin.
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| SS.6.W.4.11 | Explain the rise and expansion of the Mongol empire and its effects on peoples of Asia and Europe including the achievements of Ghengis and Kublai Khan.
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| SS.6.W.4.12 | Identify the causes and effects of Chinese isolation and the decision to limit foreign trade in the 15th century.
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| BENCHMARK CODE | BENCHMARK |
| SS.6.CG.1.1 | Analyze how democratic concepts developed in ancient Greece served as a foundation for the United States’ constitutional republic. Clarifications: Clarification 1: Students will identify and explain the democratic principles of government in ancient Greece. Clarification 2: Students will compare and contrast the political systems of ancient Greece and modern-day United States. Clarification 3: Students will recognize the influence of ancient Greece on the American political process.
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| SS.6.CG.1.2 | Analyze the influence of ancient Rome on the United States’ constitutional republic. Clarifications: Clarification 1: Students will compare and contrast the political systems in ancient Rome and modern-day United States. Clarification 2: Students will recognize the influence of ancient Rome on the American political process.
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| SS.6.CG.1.3 | Examine rule of law in the ancient world and its influence on the United States’ constitutional republic. Clarifications: Clarification 1: Students will recognize origins of what to include, but not be limited to, the Contributions of ancient Greek and ancient Roman civilizations. Clarification 2: Students will recognize that the rule of law is a foundational principle of the U.S. government.
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| SS.6.CG.1.4 | Examine examples of civic leadership and virtue in ancient Greece and ancient Rome. Clarifications: Clarification 1: Students will explain the influence of significant leaders (e.g., Marcus Tullius Cicero, Marcus Aurelius, Pericles, Solon, Cleisthenes) on civic participation and governance in the ancient world.
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| BENCHMARK CODE | BENCHMARK |
| SS.7.G.1.1 | Locate the fifty states and their capital cities in addition to the nation's capital on a map.
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| SS.7.G.1.2 | Locate on a world map the territories and protectorates of the United States of America.
Remarks: Examples are American Samoa, Guam, Puerto Rico, U.S. Virgin Islands.
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| SS.7.G.1.3 | Interpret maps to identify geopolitical divisions and boundaries of places in North America.
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| BENCHMARK CODE | BENCHMARK |
| SS.7.G.2.1 | Locate major cultural landmarks that are emblematic of the United States. Remarks: Examples are Statue of Liberty, White House, Mount Rushmore, Capitol, Empire State Building, Gateway Arch, Independence Hall, Alamo, Hoover Dam.
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| SS.7.G.2.2 | Locate major physical landmarks that are emblematic of the United States. Remarks: Examples are Grand Canyon, Mt. Denali, Everglades, Great Salt Lake, Mississippi River, Great Plains.
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| SS.7.G.2.3 | Explain how major physical characteristics, natural resources, climate, and absolute and relative location have influenced settlement, economies, and inter-governmental relations in North America.
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| SS.7.G.2.4 | Describe current major cultural regions of North America. Remarks: Examples are the South, Rust-belt, Silicon Valley.
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| BENCHMARK CODE | BENCHMARK |
| SS.7.G.3.1 | Use maps to describe the location, abundance, and variety of natural resources in North America.
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| BENCHMARK CODE | BENCHMARK |
| SS.7.G.4.1 | Use geographic terms and tools to explain cultural diffusion throughout North America.
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| SS.7.G.4.2 | Use maps and other geographic tools to examine the importance of demographics within political divisions of the United States.
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| BENCHMARK CODE | BENCHMARK |
| SS.7.G.5.1 | Use a choropleth or other map to geographically represent current information about issues of conservation or ecology in the local community. Remarks: Examples are tri-county mangrove decimation, beach erosion.
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| BENCHMARK CODE | BENCHMARK |
| SS.7.G.6.1 | Use Geographic Information Systems (GIS) or other technology to view maps of current information about the United States. Remarks: Examples are population density, changes in census data, and district reapportionment over time.
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| BENCHMARK CODE | BENCHMARK |
| SS.7.E.1.1 | Explain how the principles of a market and mixed economy helped to develop the United States into a democratic nation.
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| SS.7.E.1.2 | Discuss the importance of borrowing and lending in the United States, the government's role in controlling financial institutions, and list the advantages and disadvantages of using credit.
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| SS.7.E.1.3 | Review the concepts of supply and demand, choice, scarcity, and opportunity cost as they relate to the development of the mixed market economy in the United States.
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| SS.7.E.1.4 | Discuss the function of financial institutions in the development of a market economy.
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| SS.7.E.1.5 | Assess how profits, incentives, and competition motivate individuals, households, and businesses in a free market economy.
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| SS.7.E.1.6 | Compare the national budget process to the personal budget process. Remarks: Prepare an individual budget which includes housing, food, leisure, communication, and miscellaneous categories and compare that to federal government budget allocations.
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| BENCHMARK CODE | BENCHMARK |
| SS.7.E.2.1 | Explain how federal, state, and local taxes support the economy as a function of the United States government.
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| SS.7.E.2.2 | Describe the banking system in the United States and its impact on the money supply. Remarks: Examples are the Federal Reserve System and privately owned banks.
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| SS.7.E.2.3 | Identify and describe United States laws and regulations adopted to promote economic competition.
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| SS.7.E.2.4 | Identify entrepreneurs from various gender, social, and ethnic backgrounds who started a business seeking to make a profit.
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| SS.7.E.2.5 | Explain how economic institutions impact the national economy. Remarks: Examples are the stock market, banks, credit unions.
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| BENCHMARK CODE | BENCHMARK |
| SS.7.E.3.1 | Explain how international trade requires a system for exchanging currency between and among nations.
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| SS.7.E.3.2 | Assess how the changing value of currency affects trade of goods and services between nations.
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| SS.7.E.3.3 | Compare and contrast a single resource economy with a diversified economy.
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| SS.7.E.3.4 | Compare and contrast the standard of living in various countries today to that of the United States using gross domestic product (GDP) per capita as an indicator.
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| BENCHMARK CODE | BENCHMARK |
| SS.7.CG.1.1 | Analyze the influences of ancient Greece, ancient Rome and the Judeo-Christian tradition on America’s constitutional republic. Clarifications: Clarification 1: Students will explain the influence of ancient Greece on America’s constitutional republic (e.g., civic participation, legislative bodies, polis, voting rights, written constitution). Clarification 2: Students will explain the influence of ancient Rome on America’s constitutional republic (e.g., civic participation, republicanism, representative government, rule of law, separation of powers). Clarification3: Students will compare and contrast the democratic principles of ancient Greece and ancient Rome with those of the United States. Clarification 4: Students will explain how the Judeo-Christian ethical ideas of justice, individual worth, personal responsibility and the rule of law influenced America’s constitutional republic.
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| SS.7.CG.1.2 | Trace the principles underlying America’s founding ideas on law and government. Clarifications: Clarification 1: Students will recognize principles contained in the founding documents (e.g., due process of law, equality of mankind, limited government, natural rights, the rule of law). Clarification 2: Students will explain why religious liberty is a protected right.
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| SS.7.CG.1.3 | Trace the impact that the Magna Carta, Mayflower Compact, English Bill of Rights and Thomas Paine’s Common Sense had on colonists’ views of government. Clarifications: Clarification 1: Students will identify the important ideas contained in the Magna Carta (e.g., due process of law, limitation of government power, right to justice, right to fair trial), Mayflower Compact (e.g., consent of the governed, self-government), English Bill of Rights (e.g., right to life, liberty and property; no taxation without representation; right to a speedy and fair jury trial; no excessive punishments) and Common Sense (representative self-government).
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| SS.7.CG.1.4 | Analyze how Enlightenment ideas, including Montesquieu’s view of separation of powers and John Locke’s theories related to natural law and Locke’s social contract, influenced the Founding. Clarifications: Clarification 1: Students will identify and describe the Enlightenment ideas of separation of powers, natural law and social contract. Clarification 2: Students will examine how Enlightenment ideas influenced the Founders’ beliefs about individual liberties and government. Clarification 3: Students will evaluate the influence of Montesquieu’s and Locke’s ideas on the Founding Fathers.
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| SS.7.CG.1.5 | Describe how British policies and responses to colonial concerns led to the writing of the Declaration of Independence. Clarifications: Clarification 1: Students will trace the causal relationships between British policies, British responses to colonial grievances and the writing of the Declaration of Independence (e.g., Stamp Act, Quartering Act, Declaratory Act, Townshend Acts, Tea Act, Intolerable Acts). Clarification 2: Students will recognize the underlying themes of British colonial policies concerning taxation, representation and individual rights that formed the basis of the American colonists’ desire for independence.
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| SS.7.CG.1.6 | Analyze the ideas and grievances set forth in the Declaration of Independence. Clarifications: Clarification 1: Students will identify the unalienable rights specifically expressed in the Preamble of the Declaration of Independence (e.g., life, liberty and the pursuit of happiness). Clarification 2: Students will explain the concept of natural rights as expressed in the Declaration of Independence. Clarification 3: Students will recognize natural rights, social contract, limited government and the right of resistance to tyrannical government. Clarification 4: Students will analyze the relationship between natural rights and the role of government: 1. People are endowed by their Creator with certain unalienable rights; 2. Governments are instituted among men to secure these rights; 3. Governments derive their just powers from the consent of governed; and 4. Whenever any form of government becomes destructive of these ends, it is the right of the people to alter or abolish it and to institute new government. Clarification 5: Students will recognize the connection between specific grievances in the Declaration of Independence and natural rights violations. Clarification 6: Students will recognize colonial grievances identified in the Declaration of Independence (e.g., imposing taxes without the consent of the people, suspending trial by jury, limiting judicial powers, quartering soldiers and dissolving legislatures).
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| SS.7.CG.1.7 | Explain how the weaknesses of the Articles of Confederation led to the writing of the U.S. Constitution. Clarifications: Clarification 1: Students will identify the weaknesses of the government under the Articles of Confederation (i.e., Congress had no power to tax, to regulate trade or to enforce its laws; the national government lacked a national court system [judicial branch] and central leadership [executive branch]; no national armed forces; and changes to the Articles required unanimous consent of the 13 states).
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| SS.7.CG.1.8 | Explain the purpose of the Preamble to the U.S. Constitution. Clarifications: Clarification 1: Students will explain how the Preamble serves as an introduction to the U.S. Constitution (e.g., establishes the goals and purposes of government). Clarification 2: Students will identify the goals and purposes of the national government as set forth in the Preamble to the U.S. Constitution (i.e., form a more perfect union, establish justice, ensure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity). Clarification 3: Students will recognize that the intention of the phrase “We the People” means that government depends on the people for its power and exists to serve them.
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| SS.7.CG.1.9 | Describe how the U.S. Constitution limits the powers of government through separation of powers, checks and balances, individual rights, rule of law and due process of law. Clarifications: Clarification 1: Students will explain the concept of limited government in the U.S. Constitution. Clarification 2: Students will describe and distinguish between separation of powers and checks and balances. Clarification 3: Students will analyze how government power is limited by separation of powers and/or checks and balances. Clarification 4: Students will recognize examples of separation of powers and checks and balances. Clarification 5: Students will recognize the influence of the U.S. Constitution on the development of other governments.
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| SS.7.CG.1.10 | Compare the viewpoints of the Federalists and the Anti-Federalists regarding ratification of the U.S. Constitution and including a bill of rights. Clarifications: Clarification 1: Students will identify the viewpoints of the Federalists and the Anti-Federalists about the ratification of the U.S. Constitution. Clarification 2: Students will recognize the Anti-Federalists’ reasons for the inclusion of a bill of rights in the U.S. Constitution.
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| SS.7.CG.1.11 | Define the rule of law and recognize its influence on the development of legal, political and governmental systems in the United States. Clarifications: Clarification 1: Students will compare and contrast the characteristics of a society that operates under the rule of law and one that does not. Clarification 2: Students will assess the importance of the rule of law in protecting citizens from arbitrary and abusive uses of government power. Clarification 3: Students will analyze the meaning and importance of due process in the United States legal system. Clarification 4: Students will evaluate the impact of the rule of law on governmental officials and institutions (e.g., accountability to the law, consistent application and enforcement of the law, decisions based on the law, fair procedures, transparency of institutions).
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| BENCHMARK CODE | BENCHMARK |
| SS.7.CG.2.1 | Define the term “citizen,” and explain the constitutional means of becoming a U.S. citizen. Clarifications: Clarification 1: Students will define citizenship as stated in the 14th Amendment. Clarification 2: Students will explain the process of becoming a naturalized citizen. Clarification 3: Students will define permanent residency and explain its role in obtaining citizenship. Clarification 4: Students will examine the impact of the naturalization process on society, government and the political process.
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| SS.7.CG.2.2 | Differentiate between obligations and responsibilities of U.S. citizenship, and evaluate their impact on society. Clarifications: Clarification 1: Students will distinguish between an obligation or duty and a responsibility as it relates to citizenship. Responsibilities may include, but are not limited to, voting, attending civic meetings, petitioning government and running for office. Clarification 2: Students will recognize the concept of the common good as a reason for fulfilling the obligations and responsibilities of citizenship. Clarification 3: Students will evaluate the obligations and responsibilities of citizens as they relate to active participation in society and government. Clarification 4: Students will use scenarios to assess specific obligations of citizens. Clarification 5: Students will identify the consequences or predict the outcome on society if citizens do not fulfill their obligations and responsibilities.
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| SS.7.CG.2.3 | Identify and apply the rights contained in the Bill of Rights and other amendments to the U.S. Constitution. Clarifications: Clarification 1: Students will recognize that the Bill of Rights comprises the first ten amendments to the U.S. Constitution. Clarification 2: Students will recognize the five freedoms protected by the First Amendment. Clarification 3: Students will evaluate how the Bill of Rights and other amendments (e.g., 13th, 14th, 15th, 19th, 24th, 26th) influence individual actions and social interactions. Clarification 4: Students will use scenarios to identify rights protected by the Bill of Rights. Clarification 5: Students will use scenarios to recognize violations of the Bill of Rights or other constitutional amendments.
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| SS.7.CG.2.4 | Explain how the U.S. Constitution and the Bill of Rights safeguard individual rights. Clarifications: Clarification 1: Students will recognize that rights are protected but some rights are limited (e.g., property rights, civil disobedience). Clarification 2: Students will examine rationales for government-imposed limitations on individual rights (e.g., forced internment in wartime, limitations on speech, rationing during wartime, suspension of habeas corpus). Clarification 3: Students will use scenarios to examine the impact of limiting individual rights. Clarification 4: Students will examine the role of the judicial branch of government in protecting individual rights and freedoms.
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| SS.7.CG.2.5 | Describe the trial process and the role of juries in the administration of justice at the state and federal levels. Clarifications: Clarification 1: Students will examine the significance of juries in the American legal system. Clarification 2: Students will explain types of jury trials, how juries are selected and why jury trials are important.
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| SS.7.CG.2.6 | Examine the election and voting process at the local, state and national levels. Clarifications: Clarification 1: Students will explain how elections and voting impact citizens at the local, state and national levels. Clarification 2: Students will explain the origins of the Republican and Democratic political parties and evaluate their roles in shaping public policy. Clarification 3: Students will explain how free and fair elections promote trust in democratic institutions and preserve the republic.
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| SS.7.CG.2.7 | Identify the constitutional qualifications required to hold state and national office. Clarifications: Clarification 1: Students will recognize the qualifications to seek election to local and state political offices.
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| SS.7.CG.2.8 | Examine the impact of media, individuals, and interest groups on monitoring and influencing government. Clarifications: Clarification 1: Students will identify methods used by the media to monitor and hold government accountable (e.g., acting as a watchdog, freedom of the press as contained in the 1st Amendment). Clarification 2: Students will identify methods used by individuals to monitor, hold accountable and influence the government (e.g., attending civic meetings, peacefully protesting, petitioning government, running for office, voting). Clarification 3: Students will identify methods used by interest groups to monitor and influence government.
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| SS.7.CG.2.9 | Analyze media and political communications and identify examples of bias, symbolism and propaganda. Clarifications: Clarification 1: Students will use scenarios to identify bias, symbolism and propaganda. Clarification 2: Students will evaluate how bias, symbolism and propaganda can impact public opinion.
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| SS.7.CG.2.10 | Explain the process for citizens to address a state or local problem by researching public policy alternatives, identifying appropriate government agencies to address the issue and determining a course of action. Clarifications: Clarification 1: Students will identify the appropriate level of government to resolve specific problems. Clarification 2: Students will identify appropriate government agencies to address local or state problems. Clarification 3: Students will analyze public policy alternatives to resolve local and state problems.
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| BENCHMARK CODE | BENCHMARK |
| SS.7.CG.3.1 | Analyze the advantages of the United States’ constitutional republic over other forms of government in safeguarding liberty, freedom and a representative government. Clarifications: Clarification 1: Students will apply their understanding of various forms of government (e.g., republic, democracy, monarchy, oligarchy, theocracy, autocracy). Clarification 2: Students will identify different forms of government based on their political philosophy or organizational structure. Clarification 3: Students will analyze scenarios describing various forms of government. Clarification 4: Students will explain how the application 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 distinguishes the United States’ constitutional republic from authoritarian and totalitarian nations.
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| SS.7.CG.3.2 | Explain the advantages of a federal system of government over other systems in balancing local sovereignty with national unity and protecting against authoritarianism. Clarifications: Clarification 1: Students will apply their understanding of federal, confederal and unitary systems of government. Clarification 2: Students will compare the organizational structures of systems of government. Clarification 3: Students will recognize examples of these systems of government. Clarification 4: Students will analyze scenarios describing various systems of government.
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| SS.7.CG.3.3 | Describe the structure and function of the three branches of government established in the U.S. Constitution. Clarifications: Clarification 1: Students will recognize the structure of the legislative, executive and judicial branches. Clarification 2: Students will compare the roles and responsibilities of the three branches of the national government. Clarification 3: Students will identify the general powers described in Articles I, II and III of the U.S. Constitution.
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| SS.7.CG.3.4 | Explain the relationship between state and national governments as written in Article IV of the U.S. Constitution and the 10th Amendment. Clarifications: Clarification 1: Students will describe the system of federalism as established by the U.S. Constitution. Clarification 2: Students will analyze how federalism limits government power. Clarification 3: Students will compare concurrent powers, enumerated powers, reserved powers and delegated powers as they relate to state and national governments.
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| SS.7.CG.3.5 | Explain the amendment process outlined in Article V of the U.S. Constitution. Clarifications: Clarification 1: Students will recognize the methods used to propose and ratify amendments to the U.S. Constitution. Clarification 2: Students will identify the correct sequence of each amendment process. Clarification 3: Students will identify the importance of a formal amendment process. Clarification 4: Students will recognize the significance of the difficulty of amending the U.S. Constitution.
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| SS.7.CG.3.6 | Analyze how the 13th, 14th, 15th, 19th, 24th and 26th Amendments broadened participation in the political process. Clarifications: Clarification 1: Students will recognize how these amendments expanded civil rights to African Americans, women and young people. Clarification 2: Students will evaluate the impact these amendments have had on American society. Clarification 3: Students will examine how these amendments increased participation in the political process.
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| SS.7.CG.3.7 | Explain the structure, functions and processes of the legislative branch of government. Clarifications: Clarification 1: Students will examine the processes of the legislative branch (e.g., how a bill becomes a law, appointment confirmation, committee selection). Clarification 2: Students will compare local, state and national lawmakers (e.g., city/county commissioners/council members; state legislators [representatives and senators]; and U.S. Congressmen/Congresswomen [representatives and senators]). Clarification 3: Students will compare and contrast the lawmaking process at the local, state and national levels.
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| SS.7.CG.3.8 | Explain the structure, functions and processes of the executive branch of government. Clarifications: Clarification 1: Students will examine the processes of the executive branch (e.g., executive order, veto, appointments). Clarification 2: Students will compare and contrast executive authority at the local, state and national levels. Clarification 3: Students will explain the function of administrative agencies (e.g., advise, make regulations, enforce law and regulations).
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| SS.7.CG.3.9 | Explain the structure, functions and processes of the judicial branch of government. Clarifications: Clarification 1: Students will examine the processes of the judicial branch (e.g., judicial review, court order, writ of certiorari, summary judgment). Clarification 2: Students will distinguish between the structure, functions and powers of courts at the state and federal levels. Clarification 3: Students will recognize that the powers and jurisdiction of the state and federal courts are derived from their respective constitutions. Clarification 4: Students will compare the trial and appellate processes.
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| SS.7.CG.3.10 | Identify sources and types of law. Clarifications: Clarification 1: Students will explain how historical codes of law influenced the United States. Clarification 2: Students will recognize natural, constitutional, statutory, case and common law as sources of law. state problems. Clarification 3: Students will compare civil, criminal, constitutional and/or military types of law.
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| SS.7.CG.3.11 | Analyze the effects of landmark Supreme Court decisions on 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; Dred Scott v. Sandford; Plessy v. Ferguson; Brown v. Board of Education; Gideon v. Wainwright; Miranda v. Arizona; In re Gault; United States v. Nixon; Hazelwood v. Kuhlmeier). Clarification 2: Students will use primary sources to assess the significance of each U.S. Supreme Court case. Clarification 3: Students will evaluate the impact of each case on society. Clarification 4: Students will recognize constitutional principles and individual rights in relevant U.S. Supreme Court decisions.
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| SS.7.CG.3.12 | Compare the U.S. and Florida constitutions. Clarifications: Clarification 1: Students will identify the purposes of a constitution (e.g., provides a framework for government, limits government authority, protects individual rights of the people). Clarification 2: Students will recognize the basic outline of the U.S. and Florida Constitutions (e.g., both have preambles, articles and amendments). Clarification 3: Students will compare the amendment process of the U.S. and Florida Constitutions. Clarification 4: Students will recognize the U.S. Constitution as the supreme law of the land.
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| SS.7.CG.3.13 | Explain government obligations to its citizens and the services provided at the local, state and national levels. Clarifications: Clarification 1: Students will describe and classify specific services provided by local, state and national governments. Clarification 2: Students will compare the powers and obligations of local, state and national governments.
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| SS.7.CG.3.14 | Explain the purpose and function of the Electoral College in electing the President of the United States. Clarifications: Clarification 1: Students will explain the origin of the Electoral College and the changes made to it by the 12th Amendment.
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| SS.7.CG.3.15 | Analyze the advantages of capitalism and the free market in the United States over government-controlled economic systems (e.g., socialism and communism) in regard to economic freedom and raising the standard of living for citizens. Clarifications: Clarification 1: Students will evaluate various economic systems (e.g., capitalism, communism, socialism). Clarification 2: Students will compare the economic prosperity and opportunity of current nations.
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| BENCHMARK CODE | BENCHMARK |
| SS.7.CG.4.1 | Explain the relationship between U.S. foreign and domestic policy. Clarifications: Clarification 1: Students will recognize the difference between domestic and foreign policy. Clarification 2: Students will identify issues that relate to U.S. domestic and foreign policy. Clarification 3: Students will define “national interest” and identify the means available to the national government to pursue the United States’ national interest.
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| SS.7.CG.4.2 | Describe the United States’ and citizen participation in international organizations. Clarifications: Clarification 1: Students will identify major international organizations in which government plays a role (e.g., North Atlantic Treaty Organization, United Nations, International Court of Justice, World Trade Organization). Clarification 2: Students will discuss the advantages and disadvantages of U.S. membership in international organizations.
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| SS.7.CG.4.3 | Describe examples of the United States’ actions and reactions in international conflicts. Clarifications: Clarification 1: Students will identify specific examples of and the reasons for United States’ involvement in international conflicts. Clarification 2: Students will analyze primary source documents pertaining to international incidents to determine the course of action taken by the United States. Clarification 3: Students will identify the different methods used by the United States to deal with international conflict (e.g., diplomacy, espionage, humanitarian efforts, peacekeeping operations, sanctions, war).
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| BENCHMARK CODE | BENCHMARK |
| SS.8.A.1.1 | Provide supporting details for an answer from text, interview for oral history, check validity of information from research/text, and identify strong vs. weak arguments. Remarks: Students should be encouraged to utilize FINDS (Focus, Investigage, Note, Develop, Score), Florida's research process model accessible at: http://www.fldoe.org/bii/library_media/pdf/12totalfinds.pdf.
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| SS.8.A.1.2 | Analyze charts, graphs, maps, photographs and timelines; analyze political cartoons; determine cause and effect.
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| SS.8.A.1.3 | Analyze current events relevant to American History topics through a variety of electronic and print media resources. Remarks: Examples may include, but are not limited to, articles, editorials, journals, periodicals, reports, websites, videos, and podcasts.
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| SS.8.A.1.4 | Differentiate fact from opinion, utilize appropriate historical research and fiction/nonfiction support materials.
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| SS.8.A.1.5 | Identify, within both primary and secondary sources, the author, audience, format, and purpose of significant historical documents. Remarks: Examples of primary and secondary sources may be found on various websites such as the site for The Kinsey Collection.
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| SS.8.A.1.6 | Compare interpretations of key events and issues throughout American History. Remarks: Examples may include, but are not limited to, historiography.
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| SS.8.A.1.7 | View historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts.
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| BENCHMARK CODE | BENCHMARK |
| SS.8.A.2.1 | Compare the relationships among the British, French, Spanish, and Dutch in their struggle for colonization of North America. Remarks: This benchmark implies a study of the ways that economic, political, cultural, and religious competition between these Atlantic powers shaped early colonial America.
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| SS.8.A.2.2 | Compare the characteristics of the New England, Middle, and Southern colonies. Remarks: Examples may include, but are not limited to, colonial governments, geographic influences, occupations, religion, education, settlement patterns, and social patterns.
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| SS.8.A.2.3 | Differentiate economic systems of New England, Middle and Southern colonies including indentured servants and slaves as labor sources. Remarks: Examples may include, but are not limited to, subsistence farming, cash crop farming, and maritime industries.
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| SS.8.A.2.4 | Identify the impact of key colonial figures on the economic, political, and social development of the colonies. Remarks: Examples may include, but are not limited to, John Smith, William Penn, Roger Williams, Anne Hutchinson, John Winthrop, Jonathan Edwards, William Bradford, Nathaniel Bacon, John Peter Zenger, and George Calvert.
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| SS.8.A.2.5 | Discuss the impact of colonial settlement on Native American populations. Remarks: Examples may include, but are not limited to, war, disease, loss of land, westward displacement of tribes causing increased conflict between tribes, and dependence on trade for Western goods, including guns.
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| SS.8.A.2.6 | Examine the causes, course, and consequences of the French and Indian War. Remarks: Examples may include, but are not limited to, ongoing conflict between France and England, territorial disputes, trade competition, Ft. Duquesne, Ft. Quebec, Treaty of Paris, heavy British debt.
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| SS.8.A.2.7 | Describe the contributions of key groups (Africans, Native Americans, women, and children) to the society and culture of colonial America.
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| BENCHMARK CODE | BENCHMARK |
| SS.8.A.3.1 | Explain the consequences of the French and Indian War in British policies for the American colonies from 1763 - 1774. Remarks: Examples may include, but are not limited to, Proclamation of 1763, Sugar Act, Quartering Act, Stamp Act, Declaratory Act, Townshend Acts, Tea Act, Quebec Act, and Coercive Acts.
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| SS.8.A.3.2 | Explain American colonial reaction to British policy from 1763 - 1774. Remarks: Examples may include, but are not limited to, written protests, boycotts, unrest leading to the Boston Massacre, Boston Tea Party, First Continental Congress, Stamp Act Congress, Committees of Correspondence.
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| SS.8.A.3.3 | Recognize the contributions of the Founding Fathers (John Adams, Sam Adams, Benjamin Franklin, John Hancock, Alexander Hamilton, Thomas Jefferson, James Madison, George Mason, George Washington) during American Revolutionary efforts. Remarks: Examples may also include, but are not limited to, Thomas Paine, John Jay, Peter Salem.
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| SS.8.A.3.4 | Examine the contributions of influential groups to both the American and British war efforts during the American Revolutionary War and their effects on the outcome of the war. Remarks: Examples may include, but are not limited to, foreign alliances, freedmen, Native Americans, slaves, women, soldiers, Hessians.
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| SS.8.A.3.5 | Describe the influence of individuals on social and political developments during the Revolutionary era. Remarks: Examples may include, but are not limited to, James Otis, Mercy Otis Warren, Abigail Adams, Benjamin Banneker, Lemuel Haynes, Phyllis Wheatley.
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| SS.8.A.3.6 | Examine the causes, course, and consequences of the American Revolution. Remarks: Examples may include, but are not limited to, Battles of Lexington and Concord, Common Sense, Second Continental Congress, Battle of Bunker Hill, Battle of Cowpens, Battle of Trenton, Olive Branch Petition, Declaration of Independence, winter at Valley Forge, Battles of Saratoga and Yorktown, Treaty of Paris.
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| SS.8.A.3.7 | Examine the structure, content, and consequences of the Declaration of Independence.
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| SS.8.A.3.8 | Examine individuals and groups that affected political and social motivations during the American Revolution. Remarks: Examples may include, but are not limited to, Ethan Allen and the Green Mountain Boys, the Committees of Correspondence, Sons of Liberty, Daughters of Liberty, the Black Regiment (in churches), Patrick Henry, Patriots, Loyalists, individual colonial militias, and undecideds.
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| SS.8.A.3.9 | Evaluate the structure, strengths, and weaknesses of the Articles of Confederation and its aspects that led to the Constitutional Convention.
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| SS.8.A.3.10 | Examine the course and consequences of the Constitutional Convention (New Jersey Plan, Virginia Plan, Great Compromise, Three-Fifths Compromise, compromises regarding taxation and slave trade, Electoral College, state vs. federal power, empowering a president).
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| SS.8.A.3.11 | Analyze support and opposition (Federalists, Federalist Papers, Anti-Federalists, Bill of Rights) to ratification of the U.S. Constitution.
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| SS.8.A.3.12 | Examine the influences of George Washington's presidency in the formation of the new nation. Remarks: Examples may include, but are not limited to, personal motivations, military experience, political influence, establishing Washington, D.C. as the nation's capital, rise of the party system, setting of precedents (e.g., the Cabinet), Farewell Address.
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| SS.8.A.3.13 | Explain major domestic and international economic, military, political, and socio-cultural events of John Adams's presidency. Remarks: Examples may include, but aren ot limited to, XYZ Affairs, Alien and Sedition Acts, Land Act of 1800, the quasi-war, the Midnight Judges.
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| SS.8.A.3.14 | Explain major domestic and international economic, military, political, and socio-cultural events of Thomas Jefferson's presidency. Remarks: Examples may include, but are not limited to, Election of 1800, birth of political parties, Marbury v. Madison, judicial review, Jefferson's First Inaugural Address, Judiciary Act of 1801, Louisiana Purchase, Barbary War, Lewis and Clark Expedition, Hamilton and Burr conflict/duel, Embargo of 1807.
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| SS.8.A.3.15 | Examine this time period (1763-1815) from the perspective of historically under-represented groups (children, indentured servants, Native Americans, slaves, women, working class).
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| SS.8.A.3.16 | Examine key events in Florida history as each impacts this era of American history. Remarks: Examples may include, but are not limited to, Treaty of Paris, British rule, Second Spanish Period.
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| BENCHMARK CODE | BENCHMARK |
| SS.8.A.4.1 | Examine the causes, course, and consequences of United States westward expansion and its growing diplomatic assertiveness (War of 1812, Convention of 1818, Adams-Onis Treaty, Missouri Compromise, Monroe Doctrine, Trail of Tears, Texas annexation, Manifest Destiny, Oregon Territory, Mexican American War/Mexican Cession, California Gold Rush, Compromise of 1850, Kansas Nebraska Act, Gadsden Purchase).
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| SS.8.A.4.2 | Describe the debate surrounding the spread of slavery into western territories and Florida. Remarks: Examples may include, but are not limited to, abolitionist movement, Ft. Mose, Missouri Compromise, Bleeding Kansas, Kansas-Nebraska Act, Compromise of 1850.
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| SS.8.A.4.3 | Examine the experiences and perspectives of significant individuals and groups during this era of American History. Remarks: Examples may include, but are not limited to, Lewis and Clark, Sacajawea, York, Pike, Native Americans, Buffalo Soldiers, Mexicanos, Chinese immigrants, Irish immigrants, children, slaves, women, Alexis de Tocqueville, political parties.
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| SS.8.A.4.4 | Discuss the impact of westward expansion on cultural practices and migration patterns of Native American and African slave populations.
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| SS.8.A.4.5 | Explain the causes, course, and consequences of the 19th century transportation revolution on the growth of the nation's economy. Remarks: Examples may include, but are not limited to, roads, canals, bridges, steamboats, railroads.
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| SS.8.A.4.6 | Identify technological improvements (inventions/inventors) that contributed to industrial growth. Remarks: Examples may include, but are not limited to, Fitch/steamboat, Slater/textile mill machinery, Whitney/cotton gin, interchangeable parts, McCoy/industrial lubrication, Fulton/commercial steamboat, Lowell/ mechanized cotton mill, Isaac Singer/sewing machine.
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| SS.8.A.4.7 | Explain the causes, course, and consequences (industrial growth, subsequent effect on children and women) of New England's textile industry.
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| SS.8.A.4.8 | Describe the influence of individuals on social and political developments of this era in American History. Remarks: Examples may include, but are not limited to, Daniel Boone, Tecumseh, Black Hawk, John Marshall, James Madison, Dolly Madison, Andrew Jackson, John C. Calhoun, Henry Clay, Daniel Webster, James Polk, Susan B. Anthony, Elizabeth Cady Stanton, William Lloyd Garrison, Frederick Douglass, Horace Mann, Dorothea Dix, Lucretia Mott, Sojourner Truth, Harriet Tubman.
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| SS.8.A.4.9 | Analyze the causes, course and consequences of the Second Great Awakening on social reform movements. Remarks: Examples may include, but are not limited to, abolition, women's rights, temperance, education, prison and mental health reform, Charles Grandison Finney, the Beecher family.
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| SS.8.A.4.10 | Analyze the impact of technological advancements on the agricultural economy and slave labor. Remarks: Examples may include, but are not limited to, cotton gin, steel plow, rapid growth of slave trade.
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| SS.8.A.4.11 | Examine the aspects of slave culture including plantation life, resistance efforts, and the role of the slaves' spiritual system.
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| SS.8.A.4.12 | Examine the effects of the 1804 Haitian Revolution on the United States acquisition of the Louisiana Territory.
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| SS.8.A.4.13 | Explain the consequences of landmark Supreme Court decisions (McCulloch v. Maryland [1819], Gibbons v. Odgen [1824], Cherokee Nation v. Georgia [1831], and Worcester v. Georgia [1832]) significant to this era of American history.
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| SS.8.A.4.14 | Examine the causes, course, and consequences of the women's suffrage movement (1848 Seneca Falls Convention, Declaration of Sentiments).
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| SS.8.A.4.15 | Examine the causes, course, and consequences of literature movements (Transcendentalism) significant to this era of American history.
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| SS.8.A.4.16 | Identify key ideas and influences of Jacksonian democracy. Remarks: Examples may include, but are not limited to, political participation, political parties, constitutional government, spoils system, National Bank veto, Maysville Road veto, tariff battles, Indian Removal Act, nullification crisis.
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| SS.8.A.4.17 | Examine key events and peoples in Florida history as each impacts this era of American history. Remarks: Examples may include, but are not limited to, Andrew Jackson's military expeditions to end Indian uprisings, developing relationships between the Seminole and runaway slaves, Adams-Onis Treaty, Florida becoming a United States territory, combining former East and West Floridas, establishing first state capital, Florida's constitution, Florida's admittance to the Union as 27th state.
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| SS.8.A.4.18 | Examine the experiences and perspectives of different ethnic, national, and religious groups in Florida, explaining their contributions to Florida's and America's society and culture during the Territorial Period. Remarks: Examples may include, but are not limited to, Osceola, white settlers, U.S. troops, Black Seminoles, southern plantation and slave owners, Seminole Wars, Treaty of Moultrie Creek, Seminole relocation, Chief Billy Bowlegs, Florida Crackers.
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| SS.8.A.5.1 | Explain the causes, course, and consequence of the Civil War (sectionalism, slavery, states' rights, balance of power in the Senate).
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| SS.8.A.5.2 | Analyze the role of slavery in the development of sectional conflict. Remarks: Examples may include, but are not limited to, Abolition Movement, Nat Turner's Rebellion, Black Codes, Missouri Compromise, Compromise of 1850, Uncle Tom's Cabin, Kansas-Nebraska Act, Dred Scott v. Sandford, Lincoln-Douglas Debates, raid on Harper's Ferry, Underground Railroad, Presidential Election of 1860, Southern secession.
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| SS.8.A.5.3 | Explain major domestic and international economic, military, political, and socio-cultural events of Abraham Lincoln's presidency. Remarks: Examples may include, but are not limited to, sectionalism, states' rights, slavery, Civil War, attempts at foreign alliances, Emancipation Proclamation, Gettysburg Address, suspension of habeas corpus, First and Second Inaugural Addresses.
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| SS.8.A.5.4 | Identify the division (Confederate and Union States, Border states, western territories) of the United States at the outbreak of the Civil War.
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| SS.8.A.5.5 | Compare Union and Confederate strengths and weaknesses. Remarks: Examples may include, but are not limited to, technology, resources, alliances, geography, military leaders-Lincoln, Davis, Grant, Lee, Jackson, Sherman.
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| SS.8.A.5.6 | Compare significant Civil War battles and events and their effects on civilian populations. Remarks: Examples may include, but are not limited to, Fort Sumter, Bull Run, Monitor v. Merrimack, Antietam, Vicksburg, Gettysburg, Emancipation Proclamation, Sherman's March, Lee's surrender at Appomattox.
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| SS.8.A.5.7 | Examine key events and peoples in Florida history as each impacts this era of American history. Remarks: Examples may include, but are not limited to, slavery, influential planters, Florida's secession and Confederate membership, women, children, pioneer environment, Union occupation, Battle of Olustee and role of 54th Massachusetts regiment, Battle at Natural Bridge.
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| SS.8.A.5.8 | Explain and evaluate the policies, practices, and consequences of Reconstruction (presidential and congressional reconstruction, Johnson's impeachment, Civil Rights Act of 1866, the 13th, 14th, and 15th Amendments, opposition of Southern whites to Reconstruction, accomplishments and failures of Radical Reconstruction, presidential election of 1876, end of Reconstruction, rise of Jim Crow laws, rise of Ku Klux Klan).
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| SS.8.G.1.1 | Use maps to explain physical and cultural attributes of major regions throughout American history.
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| SS.8.G.1.2 | Use appropriate geographic tools and terms to identify and describe significant places and regions in American history.
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| SS.8.G.2.1 | Identify the physical elements and the human elements that define and differentiate regions as relevant to American history.
Remarks: Examples of physical elements are climate, terrain, resources. Examples of human elements are religion, government, economy, language, demography.
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| SS.8.G.2.2 | Use geographic terms and tools to analyze case studies of regional issues in different parts of the United States that have had critical economic, physical, or political ramifications. Remarks: Examples are cataclysmic natural disasters, shipwrecks.
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| SS.8.G.2.3 | Use geographic terms and tools to analyze case studies of how selected regions of the United States have changed over time.
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| SS.8.G.3.1 | Locate and describe in geographic terms the major ecosystems of the United States.
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| SS.8.G.3.2 | Use geographic terms and tools to explain differing perspectives on the use of renewable and non-renewable resources in the United States and Florida over time.
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| SS.8.G.4.1 | Interpret population growth and other demographic data for any given place in the United States throughout its history.
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| SS.8.G.4.2 | Use geographic terms and tools to analyze the effects throughout American history of migration to and within the United States, both on the place of origin and destination.
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| SS.8.G.4.3 | Use geographic terms and tools to explain cultural diffusion throughout the United States as it expanded its territory.
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| SS.8.G.4.4 | Interpret databases, case studies, and maps to describe the role that regions play in influencing trade, migration patterns, and cultural/political interaction in the United States throughout time.
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| SS.8.G.4.5 | Use geographic terms and tools to analyze case studies of the development, growth, and changing nature of cities and urban centers in the United States over time.
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| SS.8.G.4.6 | Use political maps to describe changes in boundaries and governance throughout American history.
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| SS.8.G.5.1 | Describe human dependence on the physical environment and natural resources to satisfy basic needs in local environments in the United States.
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| SS.8.G.5.2 | Describe the impact of human modifications on the physical environment and ecosystems of the United States throughout history. Remarks: Examples are deforestation, urbanization, agriculture.
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| SS.8.G.6.1 | Use appropriate maps and other graphic representations to analyze geographic problems and changes over time throughout American history.
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| SS.8.G.6.2 | Illustrate places and events in U.S. history through the use of narratives and graphic representations. Remarks: Examples are maps, graphs, tables.
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| SS.8.E.1.1 | Examine motivating economic factors that influenced the development of the United States economy over time including scarcity, supply and demand, opportunity costs, incentives, profits, and entrepreneurial aspects.
Remarks: Examples areTriangular Trade, colonial development - New England, Middle, and Southern colonies - Revolutionary War, Manifest Destiny, compromises over slavery issues, the Civil War, Reconstruction.
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| SS.8.E.2.1 | Analyze contributions of entrepreneurs, inventors, and other key individuals from various gender, social, and ethnic backgrounds in the development of the United States economy.
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| SS.8.E.2.2 | Explain the economic impact of government policies. Remarks: Examples are mercantilism, colonial establishment, Articles of Confederation, Constitution, compromises over slavery.
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| SS.8.E.2.3 | Assess the role of Africans and other minority groups in the economic development of the United States.
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| SS.8.E.3.1 | Evaluate domestic and international interdependence. Remarks: Examples are triangular trade routes and regional exchange of resources.
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| SS.8.CG.1.1 | Compare the views of Patriots, Loyalists and other colonists on limits of government authority, inalienable rights and resistance to tyranny. Clarifications: Clarification 1: Students will describe colonial forms of government prior to the American Revolution. Clarification 2: Students will evaluate the Loyalists’ and Patriots’ arguments for remaining loyal to the British Crown or seeking independence from Britain.
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| SS.8.CG.1.2 | Compare and contrast the 1838 Florida Constitution and 1868 Florida Constitution. Clarifications: Clarification 1: Students will explain how the 1868 Florida Constitution conformed with the Reconstruction Era amendments to the U.S. Constitution (e.g., citizenship, equal protection, suffrage).
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| SS.8.CG.1.3 | Explain the importance of the rule of law in the United States’ constitutional republic. Clarifications: Clarification 1: Students will discuss the impact of the rule of law on U.S. citizens and government. Clarification 2: Students will recognize how the rule of law influences a society. Clarification 3: Students will identify how the rule of law protects citizens from arbitrary and abusive government. Clarification 4: Students will evaluate the impact of the rule of law on governmental officials and institutions (e.g., accountability to the law, fair procedures, decisions based on the law, consistent application and enforcement of the law, transparency of institutions).
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| SS.8.CG.2.1 | Identify the constitutional provisions for establishing citizenship. Clarifications: Clarification 1: Students will explain how the 14th Amendment establishes citizenship.
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| SS.8.CG.2.2 | Compare the responsibilities of citizens at the local, state and national levels. Clarifications: Clarification 1: Students will recognize responsibilities of citizens (e.g., obeying the law, paying taxes, serving on a jury when summoned, registering with the Selective Service).
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| SS.8.CG.2.3 | Analyze the role of civic virtue in the lives of citizens and leaders from the Colonial period through Reconstruction. Clarifications: Clarification 1: Students will understand how the idea of civic virtue changes in response to the attitudes of citizens and leaders over time.
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| SS.8.CG.2.4 | Explain how forms of civic and political participation changed from the Colonial period through Reconstruction. Clarifications: Clarification 1: Students will describe significant acts of civic and political participation from the Colonial period through Reconstruction.
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| SS.8.CG.2.5 | Analyze how the Bill of Rights guarantees civil rights and liberties to citizens. Clarifications: Clarification 1: Students will explain the meaning and purpose of each amendment in the Bill of Rights. Clarification 2: Students will describe how the Bill of Rights affects citizens and government.
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| SS.8.CG.2.6 | Evaluate how amendments to the U.S. Constitution expanded opportunities for civic participation through Reconstruction. Clarifications: Clarification 1: Students will identify constitutional amendments that address voting rights. Clarification 2: Students will describe how specific constitutional amendments expanded access to the political process for various groups over time.
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| SS.8.CG.3.1 | Trace the foundational ideals and principles related to the U.S. government expressed in primary sources from the colonial period to Reconstruction. Clarifications: Clarification 1: Students will identify foundational ideals and principles related to the U.S. government expressed in primary sources (e.g., the Mayflower Compact (1620); Common Sense (1776); the Declaration of Independence (1776); the U.S. Constitution (1789); the Declaration of Rights and Sentiments (1848); the Gettysburg Address (1863); Lincoln’s Second Inaugural Address (1865)).
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| SS.8.FL.1.1 | Explain that careers are based on working at jobs in the same occupation or profession for many years. Describe the different types of education and training required by various careers. Remarks: Interview individuals and create a timeline that shows the education, training, and job experiences that occurred as the individuals progressed through different stages of their careers.
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| SS.8.FL.1.2 | Identify the many decisions people must make over a lifetime about their education, jobs, and careers that affect their incomes and job opportunities. Remarks: Conduct research on a specific career. Describe the education, job, or career decisions individuals in this field might make over their lifetime and explain how this could affect their incomes and job opportunities.
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| SS.8.FL.1.3 | Explain that getting more education and learning new job skills can increase a person’s human capital and productivity. Remarks: Explain how taking a babysitting class or getting lifeguard training can improve a young person’s human capital or productivity.
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| SS.8.FL.1.4 | Examine the fact that people with less education and fewer job skills tend to earn lower incomes than people with more education and greater job skills. Remarks: Gather data on the average wage or salary for different jobs and explain how they differ by the level of education, job skill, or years of experience.
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| SS.8.FL.1.5 | Examine the fact that investment in education and training generally has a positive rate of return in terms of the income that people earn over a lifetime, with some education or training having a higher rate of return than others. Remarks: Using data on the lifetime earnings of workers with different levels of education, explain why adults with a college education typically earn more than adults with only a high school education.
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| SS.8.FL.1.6 | Identify the opportunity costs that education, training, and development of job skills have in the terms of time, effort, and money. Remarks: Describe the opportunity costs of attending a training course on babysitting, lifeguarding, or first aid.
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| SS.8.FL.1.7 | Identify that interest, dividends, and capital appreciation (gains) are forms of income earned from financial investments. Remarks: Find the interest rate a bank pays on a savings account.
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| SS.8.FL.1.8 | Discuss the fact that some people receive income support from government because they have low incomes or qualify in other ways for government assistance. Remarks: Look up government programs, including but not limited to, Medicaid or SNAP (Supplemental Nutrition Assistance Program) and explain the financial situation the programs are addressing.
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| SS.8.FL.2.1 | Explain why when deciding what to buy, consumers may choose to gather information from a variety of sources. Describe how the quality and usefulness of information provided by sources can vary greatly from source to source. Explain that, while many sources provide valuable information, other sources provide information that is deliberately misleading. Remarks: Gather information for an electronic good from sources such as manufacturers’ websites, retail websites, and consumer review websites. Explain what information is most helpful in making their decision. Search the Internet and print materials and identify deceptive selling practices.
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| SS.8.FL.2.2 | Analyze a source’s incentives in providing information about a good or service, and how a consumer can better assess the quality and usefulness of the information. Remarks: Explain why advice from a source such as a salesperson may or may not be useful when deciding which product to buy.
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| SS.8.FL.2.3 | Describe the variety of payment methods people can use in order to buy goods and services. Remarks: Explain how they would use the following payment methods to purchase a good or service: cash, check, debit card, credit card, mobile phone, online payment, prepaid card, layaway, and rent to own.
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| SS.8.FL.2.4 | Examine choosing a payment method, by weighing the costs and benefits of the different payment options. Remarks: Choose the best payment method for the following purchases by weighing the costs and benefits of various payment options: ticket to a concert, food at a convenience store, airline ticket, cell phone bill, beverage at a middle school basketball game, and car payment.
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| SS.8.FL.2.5 | Discuss the fact that people may revise their budget based on unplanned expenses and changes in income. Remarks: Offer ways to balance a family’s budget given unplanned expenses such as health care costs, car repairs, or change in income.
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| SS.8.FL.3.1 | Explain that banks and other financial institutions loan funds received from depositors to borrowers and that part of the interest received from these loans is used to pay interest to depositors for the use of their money. Remarks: Draw and label a diagram showing the role that financial institutions play in channeling funds from savers to borrowers. Conduct research into the interest rate paid on savings and charged for loans by financial institutions in their community and create a classroom bulletin board summarizing their findings.
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| SS.8.FL.3.2 | Explain that, for the saver, an interest rate is the price a financial institution pays for using a saver’s money and is normally expressed as an annual percentage of the amount saved. Remarks: Define an interest rate as the price paid for using someone else’s money, expressed as a percentage of the amount saved.
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| SS.8.FL.3.3 | Discuss that interest rates paid on savings and charged on loans, like all prices, are determined in a market. Remarks: Explain why banks that experience an increase in the number of people who want loans may decide to pay higher interest rates on deposits.
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| SS.8.FL.3.4 | Explain that, when interest rates increase, people earn more on their savings and their savings grow more quickly. Remarks: Calculate the total amount of interest earned on two certificates of deposit—one with a higher rate of interest than the other—and explain how the certificate of deposit with the higher interest rate can help a saver reach his or her savings goal faster.
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| SS.8.FL.3.5 | Identify principal as the initial amount of money upon which interest is paid. Remarks: Differentiate between principal and interest.
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| SS.8.FL.3.6 | Identify the value of a person’s savings in the future as determined by the amount saved and the interest rate. Explain why the earlier people begin to save, the more savings they will be able to accumulate, all other things equal, as a result of the power of compound interest. Remarks: Use the Rule of 72 to determine the number of years it will take for their savings to double in value. Using a formula for compound interest, calculate how much two different savers, one who starts to save at age 21 and one who starts to save at age 35, will have at retirement.
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| SS.8.FL.3.7 | Discuss the different reasons that people save money, including large purchases (such as higher education, autos, and homes), retirement, and unexpected events. Discuss how people’s tastes and preferences influence their choice of how much to save and for what to save. Remarks: Write a short story comparing the savings choices of a young college graduate to those of a married couple who recently celebrated their 40th birthdays and who have two children.
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| SS.8.FL.3.8 | Explain that, to assure savers that their deposits are safe from bank failures, federal agencies guarantee depositors’ savings in most commercial banks, savings banks, and savings associations up to a set limit. Remarks: Identify the Federal Deposit Insurance Corporation (FDIC) and the National Credit Union Administration (NCUA) as the government agencies responsible for insuring depositors’ savings and state the limit of FDIC and NCUA coverage. Explain why the bank-run scene in the movie It’s a Wonderful Life, for example, is less likely to occur in today’s world of insured banks.
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| SS.8.FL.4.1 | Explain that people who apply for loans are told what the interest rate on the loan will be. An interest rate is the price of using someone else’s money expressed as an annual percentage of the loan principal. Remarks: Explain that repayment of a loan includes repayment of the principal plus the interest charged. Compute the interest rate when given a principal and an amount of interest. Compute the amount of interest when given the loan principal and the interest rate.
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| SS.8.FL.4.2 | Identify a credit card purchase as a loan from the financial institution that issued the card. Explain that credit card interest rates tend to be higher than rates for other loans. In addition, financial institutions may charge significant fees related to a credit card and its use. Remarks: Examine a credit card statement and identify the interest rate and fees charged.
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| SS.8.FL.4.3 | Examine the fact that borrowers who use credit cards for purchases and who do not pay the full balance when it is due pay much higher costs for their purchases because interest is charged monthly. Explain how a credit card user can avoid interest charges by paying the entire balance within the grace period specified by the financial institution. Remarks: For an expensive good purchased using credit, find the total interest paid and the amount still owed after one year when only the minimum payment is made each month. Give advice to a friend explaining what happens to the total cost of borrowing on a credit card when only the minimum payment is made each month.
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| SS.8.FL.4.4 | Explain that lenders charge different interest rates based on the risk of nonpayment by borrowers. Describe why the higher the risk of nonpayment, the higher the interest rate charged by financial institutions, and the lower the risk of nonpayment, the lower the interest rate charged. Remarks: As a banker, decide for each of three potential borrowers with different credit backgrounds whether to extend credit, and if so, what the interest rate should be. Write a decision letter to the borrower justifying the banker’s decision.
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| SS.8.FL.5.1 | Describe the differences among the different types of financial assets, including a wide variety of financial instruments such as bank deposits, stocks, bonds, and mutual funds. Explain that real estate and commodities are also often viewed as financial assets. Remarks: Find the prices of a variety of current possible investments.
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| SS.8.FL.5.2 | Calculate the amount of interest income received from depositing a certain amount of money in a bank account paying 1 percent per year and from owning a bond paying 5 percent per year in order to analyze that interest is received from money deposited in bank accounts as well as by owning a corporate or government bond or making a loan.
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| SS.8.FL.5.3 | Discuss that when people buy corporate stock, they are purchasing ownership shares in a business that if the business is profitable, they will expect to receive income in the form of dividends and/or from the increase in the stock’s value, that the increase in the value of an asset (like a stock) is called a capital gain, and if the business is not profitable, investors could lose the money they have invested. Remarks: Determine the amount of dividends paid from a selected stock and how much the price of the stock has appreciated or depreciated over the year.
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| SS.8.FL.5.4 | Explain that the price of a financial asset is determined by the interaction of buyers and sellers in a financial market. Remarks: Explain why the price of a stock might change if more individuals decide to purchase the stock. Explain why the price of a stock might change if more companies issue new shares of stock to raise new investment funds.
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| SS.8.FL.5.5 | Explain that the rate of return earned from investments will vary according to the amount of risk and, in general, a trade-off exists between the security of an investment and its expected rate of return. Remarks: Compare rates of return of a variety of different investments and speculate on the amount of risk each of the investments entails.
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| SS.8.FL.6.1 | Analyze the fact that personal financial risk exists when unexpected events can damage health, income, property, wealth, or future opportunities. Remarks: Write a scenario describing how a storm blowing a tree onto a roof can impact a family’s financial situation.
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| SS.8.FL.6.2 | Identify insurance as a product that allows people to pay a fee (called a premium) now to transfer the costs of a potential loss to a third party. Remarks: Explain why homeowners buy flood insurance for $300 a year when the likelihood of a flood in their area is extremely low.
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| SS.8.FL.6.3 | Describe how a person may self-insure by accepting a risk and saving money on a regular basis to cover a potential loss. Remarks: List examples of potential events and costs against which people might self-insure.
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| SS.8.FL.6.4 | Discuss why insurance policies that guarantee higher levels of payment in the event of a loss (coverage) have higher prices. Remarks: Explain how a deductible affects the payout on an auto insurance claim, and how the individual’s choice of deductible affects the price of the policy at the time it is purchased.
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| SS.8.FL.6.5 | Discuss that insurance companies charge higher premiums to cover higher-risk individuals and events because the risk of monetary loss is greater for these individuals and events. Remarks: Explain why drivers who receive repeated speeding tickets will see their insurance premiums increase.
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| SS.8.FL.6.6 | Explain that individuals can choose to accept some risk, to take steps to avoid or reduce risk, or to transfer risk to others through the purchase of insurance and that each option has different costs and benefits. Remarks: Identify ways in which an automobile driver can avoid, reduce, or transfer the risk of being in an automobile accident. Explain why people may prefer to purchase insurance against fire in their apartment, but self-insure to handle the cost of tooth cavities.
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| SS.8.FL.6.7 | Evaluate social networking sites and other online activity from the perspective of making individuals vulnerable to harm caused by identity theft or misuse of their personal information. Remarks: Identify ways that identity thieves can obtain someone’s personal information. List actions an individual can take to protect personal information.
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| SS.912.A.1.1 | Describe the importance of historiography, which includes how historical knowledge is obtained and transmitted, when interpreting events in history.
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| 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. Remarks: Examples of primary and secondary sources may be found on various websites such as the site for The Kinsey Collection.
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| SS.912.A.1.3 | Utilize timelines to identify the time sequence of historical data.
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| SS.912.A.1.4 | Analyze how images, symbols, objects, cartoons, graphs, charts, maps, and artwork may be used to interpret the significance of time periods and events from the past.
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| SS.912.A.1.5 | Evaluate the validity, reliability, bias, and authenticity of current events and Internet resources. Remarks: Students should be encouraged to utilize FINDS (Focus, Investigate, Note, Develop, Score), Florida's research process model accessible at: http://www.fldoe.org/bii/library_media/pdf/12totalfinds.pdf
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| SS.912.A.1.6 | Use case studies to explore social, political, legal, and economic relationships in history.
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| SS.912.A.1.7 | Describe various socio-cultural aspects of American life including arts, artifacts, literature, education, and publications.
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| SS.912.A.2.1 | Review causes and consequences of the Civil War. Remarks: Examples may include, but are not limited to, slavery, states' rights, territorial claims, abolitionist movement, regional differences, Reconstruction, 13th, 14th, and 15th amendments. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is assessed view the United States History End-of-Course Assessment Test Item Specifications pages 19-21. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.2.2 | Assess the influence of significant people or groups on Reconstruction. Remarks: Examples may include, but are not limited to, Alexander H. Stephens, Andrew Johnson, carpetbaggers, Charles Sumner, Elizabeth Cady Stanton, Frederick Douglass, Hiram Revels, Hiram Rhodes Revels, Jefferson Davis, Ku Klux Klan, Oliver O. Howard, Radical Republicans, Rutherford B. Hayes, scalawags, Thaddeus Stevens, Ulysses S. Grant, and William T. Sherman. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 19-21. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.2.3 | Describe the issues that divided Republicans during the early Reconstruction era. Remarks: Examples may include, but are not limited to, the impeachment of Andrew Johnson, southern whites, blacks, black legislators and white extremist organizations such as the KKK, Knights of the White Camellia, The White League, Red Shirts, and Pale Faces. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 19-21. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.2.4 | Distinguish the freedoms guaranteed to African Americans and other groups with the 13th, 14th, and 15th Amendments to the Constitution. Remarks: Examples may include, but are not limited to, abolition of slavery, citizenship, suffrage, equal protection. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 19-21. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.2.5 | Assess how Jim Crow Laws influenced life for African Americans and other racial/ethnic minority groups. Remarks: This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 19-21. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.2.6 | Compare the effects of the Black Codes and the Nadir on freed people, and analyze the sharecropping system and debt peonage as practiced in the United States. Remarks: This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 19-21. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.2.7 | Review the Native American experience. Remarks: Examples may include, but are not limited to, westward expansion, reservation system, the Dawes Act, Wounded Knee Massacre, Sand Creek Massacre, Battle of Little Big Horn, Indian Schools, government involvement in the killing of the buffalo. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 19-21. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| BENCHMARK CODE | BENCHMARK |
| SS.912.A.3.1 | Analyze the economic challenges to American farmers and farmers' responses to these challenges in the mid to late 1800s.
This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications page 22. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage. Examples may include, but are not limited to, creation of agricultural colleges, Morrill Land Grant Act, gold standard and Bimetallism, the creation of the Populist Party.
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| SS.912.A.3.2 | Examine the social, political, and economic causes, course, and consequences of the second Industrial Revolution that began in the late 19th century. Remarks: This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 23-26. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.3.3 | Compare the first and second Industrial Revolutions in the United States. Remarks: This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 23-26. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage. Examples may include, but are not limited to, trade, development of new industries.
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| SS.912.A.3.4 | Determine how the development of steel, oil, transportation, communication, and business practices affected the United States economy. Remarks: Examples may include, but are not limited to, railroads, the telegraph, pools, holding companies, trusts, corporations, contributed to westward expansion, expansion of trade and development of new industries, vertical and horizontal integration. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 23-26. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.3.5 | Identify significant inventors of the Industrial Revolution including African Americans and women. Remarks: Examples may include, but are not limited to, Lewis Howard Latimer, Jan E. Matzeliger, Sarah E. Goode, Granville T. Woods, Alexander Graham Bell, Thomas Edison, George Pullman, Henry Ford, Orville and Wilbur Wright, Elijah McCoy, Garrett Morgan, Madame C.J. Walker, George Westinghouse. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 23-26. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.3.6 | Analyze changes that occurred as the United States shifted from agrarian to an industrial society. Remarks: Examples may include, but are not limited to, Social Darwinism, laissez-faire, government regulations of food and drugs, migration to cities, urbanization, changes to the family structure, Ellis Island, angel Island, push-pull factors. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications page 22. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.3.7 | Compare the experience of European immigrants in the east to that of Asian immigrants in the west (the Chinese Exclusion Act, Gentlemen's Agreement with Japan). Remarks: Examples may include, but are not limited to nativism, integration of immigrants into society when comparing "Old" [before 1890] and "New" immigrants [after 1890], Immigration Act of 1924. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 23-26. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.3.8 | Examine the importance of social change and reform in the late 19th and early 20th centuries (class system, migration from farms to cities, Social Gospel movement, role of settlement houses and churches in providing services to the poor). Remarks: This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications page 22. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.3.9 | Examine causes, course, and consequences of the labor movement in the late 19th and early 20th centuries. Remarks: Examples may include, but are not limited to, unions, Knights of Labor, American Federation of Labor, Socialist Party, labor laws. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications page 22. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.3.10 | Review different economic and philosophic ideologies. Remarks: Economic examples may include, but are not limited to, market economy, mixed economy, planned economy and philosophic examples are capitalism, socialism, communism, anarchy. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications page 22. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.3.11 | Analyze the impact of political machines in United States cities in the late 19th and early 20th centuries. Remarks: Examples may include, but are not limited to, Boss Tweed, Tammany Hall, George Washington Plunkitt, Washington Gladden, Thomas Nast. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications page 22. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.3.12 | Compare how different nongovernmental organizations and progressives worked to shape public policy, restore economic opportunities, and correct injustices in American life. Remarks: Examples may include, but are not limited to, NAACP, YMCA, Women's Christian Temperance Union, National Women's Suffrage Association, National Women's Party, Robert LaFollette, Florence Kelley, Ida M. Tarbell, Eugene Debs, Carrie Chapman Catt, Alice Paul, Theodore Roosevelt, William Taft, Woodrow Wilson, Upton Sinclair, Booker T. Washington, W.E.B. DuBois, Gifford Pinchot, William Jennings Bryan. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications page 22. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.3.13 | Examine key events and peoples in Florida history as they relate to United States history. Remarks: Examples may include, but are not limited to, the railroad industry, bridge construction in the Florida Keys, the cattle industry, the cigar industry, the influence of Cuban, Greek and Italian immigrants, Henry B. Plant, William Chipley, Henry Flagler, George Proctor, Thomas DeSaille Tucker, Hamilton Disston. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications page 22. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| BENCHMARK CODE | BENCHMARK |
| SS.912.A.4.1 | Analyze the major factors that drove United States imperialism. Remarks: Examples may include, but are not limited to, the Monroe Doctrine, Manifest Destiny, The Influence of Sea Power Upon History, Turner's Thesis, the Roosevelt Corollary, natural resources, markets for resources, elimination of spheres of influence in China. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 27-28. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.4.2 | Explain the motives of the United States acquisition of the territories. Remarks: Examples may include, but are not limited to, Alaska, Hawaii, Puerto Rico, Philippines, Guam, Samoa, Marshall Islands, Midway Island, Virgin Islands. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 27-28. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.4.3 | Examine causes, course, and consequences of the Spanish American War. Remarks: Examples may include, but are not limited to, Cuba as a protectorate, Yellow Journalism, sinking of the Maine, the Philippines, Commodore Dewey, the Rough Riders, acquisition of territories, the Treaty of Paris. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 27-28. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| 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. Remarks: Examples may include, but are not limited to, disease, environmental impact, challenges faced by various ethnic groups such as Africans and indigenous populations, shipping routes, increased trade, defense and independence for Panama. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 27-28. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.4.5 | Examine causes, course, and consequences of United States involvement in World War I. Remarks: Examples may include, but are not limited to, nationalism, imperialism, militarism, entangling alliances vs. neutrality, Zimmerman Note, the Lusitania, the Selective Service Act, the homefront, the American Expeditionary Force, Wilson's Fourteen Points, the Treaty of Versailles (and opposition to it), isolationism. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 29-31. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.4.6 | Examine how the United States government prepared the nation for war with war measures (Selective Service Act, War Industries Board, war bonds, Espionage Act, Sedition Act, Committee of Public Information). Remarks: This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 29-31. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.4.7 | Examine the impact of airplanes, battleships, new weaponry and chemical warfare in creating new war strategies (trench warfare, convoys). Remarks: This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 29-31. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.4.8 | Compare the experiences Americans (African Americans, Hispanics, Asians, women, conscientious objectors) had while serving in Europe. Remarks: This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 29-31. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.4.9 | Compare how the war impacted German Americans, Asian Americans, African Americans, Hispanic Americans, Jewish Americans, Native Americans, women and dissenters in the United States. Remarks: This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 29-31. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.4.10 | Examine the provisions of the Treaty of Versailles and the failure of the United States to support the League of Nations. Remarks: Examples may include, but are not limited to, self-determination, boundaries, demilitarized zone, sanctions reparations, and the League of Nations (including Article X of the Covenant). This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 29-31. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.4.11 | Examine key events and peoples in Florida history as they relate to United States history. Remarks: Examples may include, but are not limited to, the Spanish-American War, Ybor City, Jose Marti. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 29-31. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| BENCHMARK CODE | BENCHMARK |
| SS.912.A.5.1 | Discuss the economic outcomes of demobilization. Remarks: This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 32-33. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.5.2 | Explain the causes of the public reaction (Sacco and Vanzetti, labor, racial unrest) associated with the Red Scare. Remarks: Examples may also include, but are not limited to, Palmer Raids, FBI, J. Edgar Hoover. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 35-36. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.5.3 | Examine the impact of United States foreign economic policy during the 1920s. Remarks: Examples may include, but are not limited to, the Depression of 1920-21, "The Business of America is Business," assembly line, installment buying, consumerism. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 32-33. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.5.4 | Evaluate how the economic boom during the Roaring Twenties changed consumers, businesses, manufacturing, and marketing practices. Remarks: This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 37-39. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.5.5 | Describe efforts by the United States and other world powers to avoid future wars. Remarks: Examples may include, but are not limited to, League of Nations, Washington Naval Conference, London Conference, Kellogg-Briand Pact, the Nobel Prize. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications page 34. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.5.6 | Analyze the influence that Hollywood, the Harlem Renaissance, the Fundamentalist movement, and prohibition had in changing American society in the 1920s. Remarks: This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 35-36. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.5.7 | Examine the freedom movements that advocated civil rights for African Americans, Latinos, Asians, and women. Remarks: This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 35-36. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.5.8 | Compare the views of Booker T. Washington, W.E.B. DuBois, and Marcus Garvey relating to the African American experience. Remarks: This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 35-36. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.5.9 | Explain why support for the Ku Klux Klan varied in the 1920s with respect to issues such as anti-immigration, anti-African American, anti-Catholic, anti-Jewish, anti-women, and anti-union ideas. Remarks: Examples may include, but are not limited to, 100 Percent Americanism. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 35-36. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.5.10 | Analyze support for and resistance to civil rights for women, African Americans, Native Americans, and other minorities. Remarks: This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 35-36. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.5.11 | Examine causes, course, and consequences of the Great Depression and the New Deal. Remarks: This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 37-39. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.5.12 | Examine key events and people in Florida history as they relate to United States history. Remarks: Examples may include, but are not limited to, Rosewood, land boom, speculation, impact of climate and natural disasters on the end of the land boom, invention of modern air conditioning in 1929, Alfred DuPont, Marjorie Kinnan Rawlings, Zora Neale Hurston, James Weldon Johnson. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 35-36. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| BENCHMARK CODE | BENCHMARK |
| SS.912.A.6.1 | Examine causes, course, and consequences of World War II on the United States and the world. Remarks: Examples may include, but are not limited to, rise of dictators, attack on Pearl Harbor, Nazi party, American neutrality, D-Day, Battle of the Bulge, War in the Pacific, internment camps, Holocaust, Yalta. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 40-42. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.6.2 | Describe the United States response in the early years of World War II (Neutrality Acts, Cash and Carry, Lend Lease Act). Remarks: This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 40-42. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.6.3 | Analyze the impact of the Holocaust during World War II on Jews as well as other groups. Remarks: This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 40-42. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.6.4 | Examine efforts to expand or contract rights for various populations during World War II. Remarks: Examples may include, but are not limited to, women, African Americans, German Americans, Japanese Americans and their internment, Native Americans, Hispanic Americans, Italian Americans. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 40-42. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.6.5 | Explain the impact of World War II on domestic government policy. Remarks: Examples may include, but are not limited to, rationing, national security, civil rights, increased job opportunities for African Americans, women, Jews, and other refugees. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 40-42. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.6.6 | Analyze the use of atomic weapons during World War II and the aftermath of the bombings. Remarks: This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 40-42. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.6.7 | Describe the attempts to promote international justice through the Nuremberg Trials. Remarks: This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 40-42. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.6.8 | Analyze the effects of the Red Scare on domestic United States policy. Remarks: Examples may include, but are not limited to, loyalty review program, House Un-American Activities Committee, McCarthyism (Sen. Joe McCarthy), McCarran Act. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 40-42. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.6.9 | Describe the rationale for the formation of the United Nations, including the contribution of Mary McLeod Bethune. Remarks: Examples may include, but are not limited to, the Declaration of Human Rights. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 40-42. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.6.10 | Examine causes, course, and consequences of the early years of the Cold War (Truman Doctrine, Marshall Plan, NATO, Warsaw Pact). Remarks: This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 43-44. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.6.11 | Examine the controversy surrounding the proliferation of nuclear technology in the United States and the world. Remarks: This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 45-46. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.6.12 | Examine causes, course, and consequences of the Korean War. Remarks: Examples may include, but are not limited to, Communist China, 38th parallel, cease fire, firing of Gen. Douglas McArthur. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 45-46. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.6.13 | Analyze significant foreign policy events during the Truman, Eisenhower, Kennedy, Johnson, and Nixon administrations. Remarks: Examples may include, but are not limited to, the Domino Theory, Sputnik, space race, Korean Conflict, Vietnam Conflict, U-2 and Gary Powers, Bay of Pigs invasion, Cuban Missile Crisis, Berlin Wall, Ping Pong Diplomacy, opening of China. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 45-46. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.6.14 | Analyze causes, course, and consequences of the Vietnam War. Remarks: Examples may include, but are not lmited to, Geneva Accords, Gulf of Tonkin Resolution, the draft, escalating protest at home, Vietnamization, the War Powers Act. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 45-46. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.6.15 | Examine key events and peoples in Florida history as they relate to United States history. Remarks: Examples may include, but are not limited to, Mosquito Fleet, "Double V Campaign", construction of military bases and WWII training centers, 1959 Cuban coup and its impact on Florida, development of the space program and NASA. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 40-42. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| BENCHMARK CODE | BENCHMARK |
| SS.912.A.7.1 | Identify causes for Post-World War II prosperity and its effects on American society. Remarks: Examples may include, but are not limited to, G.I. Bill, Baby Boom, growth of suburbs, Beatnik movement, youth culture, religious revivalism (e.g., Billy Graham and Bishop Fulton J. Sheen), conformity of the 1950s and the protest in the 1960s. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 47-48. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.7.2 | Compare the relative prosperity between different ethnic groups and social classes in the post-World War II period. Remarks: This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 47-48. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.7.3 | Examine the changing status of women in the United States from post-World War II to present. Remarks: Examples may include, but are not limited to, increased numbers of women in the workforce, Civil Rights Act of 1964, The Feminine Mystique, National Organization for Women, Roe v. Wade, Equal Rights Amendment, Title IX, Betty Freidan, Gloria Steinem, Phyllis Schlafly, Billie Jean King, feminism. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 47-48. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.7.4 | Evaluate the success of 1960s era presidents' foreign and domestic policies. Remarks: Examples may include, but are not limited to, civil rights legislation, Space Race, Great Society, War on Poverty. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 49-50. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.7.5 | Compare nonviolent and violent approaches utilized by groups (African Americans, women, Native Americans, Hispanics) to achieve civil rights. Remarks: Examples may include, but are not limited to, sit-ins, Freedom Rides, boycotts, riots, protest marches. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 51-52. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.7.6 | Assess key figures and organizations in shaping the Civil Rights Movement and Black Power Movement. Remarks: Examples may include, but are not limited to, the NAACP, National Urban League, SNCC, CORE, James Farmer, Charles Houston, Thurgood Marshall, Rosa Parks, Constance Baker Motley, the Little Rock Nine, Roy Wilkins, Whitney M. Young, A. Philip Randolph, Dr. Martin Luther King, Jr., Robert F. Williams, Fannie Lou Hamer, Malcolm X [El-Hajj Malik El-Shabazz], Stokely Carmichael [Kwame Ture], H. Rap Brown [Jamil Abdullah Al-Amin], the Black Panther Party [e.g., Huey P. Newton, Bobby Seale]. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 51-52. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.7.7 | Assess the building of coalitions between African Americans, whites, and other groups in achieving integration and equal rights. Remarks: Examples may include, but are not limited to, Freedom Summer, Freedom Rides, Montgomery Bus Boycott, Tallahassee Bus Boycott of 1956, March on Washington. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 51-52. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.7.8 | Analyze significant Supreme Court decisions relating to integration, busing, affirmative action, the rights of the accused, and reproductive rights. Remarks: Examples may include, but are not limited to, Plessy v. Ferguson [1896], Brown v. Board of Education [1954], Swann v. Charlotte-Mecklenburg Board of Education [1971], Regents of the University of California v. Bakke [1978], Miranda v. Arizona [1966], Gideon v. Wainwright [1963], Mapp v. Ohio [1961], and Roe v. Wade [1973]. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 53-54. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.7.9 | Examine the similarities of social movements (Native Americans, Hispanics, women, anti-war protesters) of the 1960s and 1970s.
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| SS.912.A.7.10 | Analyze the significance of Vietnam and Watergate on the government and people of the United States. Remarks: Examples may include, but are not limited to, mistrust of government, reinforcement of freedom of the press, as well as checks and balances. Examples may include, but are not limited to, mistrust of government and reinforcement of freedom of the press. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 49-50. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.7.11 | Analyze the foreign policy of the United States as it relates to Africa, Asia, the Caribbean, Latin America, and the Middle East. Remarks: Examples may include, but are not limited to, Haiti, Bosnia-Kosovo, Rwanda, Grenada, Camp David Accords, Iran Hostage Crisis, Lebanon, Iran-Iraq War, Reagan Doctrine, Iran-Contra Affair, Persian Gulf War. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 55-56. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| 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. Remarks: Examples may include, but are not limited to, AIDS, Green Revolution, outsourcing of jobs, global warming, human rights violations. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 57-59. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.7.13 | Analyze the attempts to extend New Deal legislation through the Great Society and the successes and failures of these programs to promote social and economic stability. Remarks: Examples may include, but are not limited to, Civil Rights Act of 1964, Voting Rights Act of 1965, War on Poverty, Medicare, Medicaid, Headstart. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 49-50 and pages 57-59. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.7.14 | Review the role of the United States as a participant in the global economy (trade agreements, international competition, impact on American labor, environmental concerns). Remarks: Examples may include, but are not limited to, NAFTA, World Trade Organization. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 57-59. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.7.15 | Analyze the effects of foreign and domestic terrorism on the American people. Remarks: Examples may include, but are not limited to, Oklahoma City bombing, attack of September 11, 2001, Patriot Act, wars in Afghanistan and Iraq. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 57-59. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.7.16 | Examine changes in immigration policy and attitudes toward immigration since 1950. Remarks: This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 57-59. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| SS.912.A.7.17 | Examine key events and key people in Florida history as they relate to United States history. Remarks: Examples may include, but are not limited to, selection of Central Florida as a location for Disney, growth of the citrus and cigar industries, construction of Interstates, Harry T. Moore, Pork Chop Gang, Claude Pepper, changes in the space program, use of DEET, Hurricane Andrew, the Election of 2000, migration and immigration, Sunbelt state. This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 47-52 and pages 57-59. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
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| BENCHMARK CODE | BENCHMARK |
| 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.
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| SS.912.G.1.2 | Use spatial perspective and appropriate geographic terms and tools, including the Six Essential Elements, as organizational schema to describe any given place.
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| SS.912.G.1.3 | Employ applicable units of measurement and scale to solve simple locational problems using maps and globes.
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| SS.912.G.1.4 | Analyze geographic information from a variety of sources including primary sources, atlases, computer, and digital sources, Geographic Information Systems (GIS), and a broad variety of maps. Remarks: Examples are thematic, contour, and dot-density.
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| BENCHMARK CODE | BENCHMARK |
| SS.912.G.2.1 | Identify the physical characteristics and the human characteristics that define and differentiate regions. Remarks: Examples of physical characteristics are climate, terrain, resources. Examples of human characteristics are religion, government, economy, demography.
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| SS.912.G.2.2 | Describe the factors and processes that contribute to the differences between developing and developed regions of the world.
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| 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. Remarks: Examples are desertification, global warming, cataclysmic natural disasters.
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| SS.912.G.2.4 | Use geographic terms and tools to analyze case studies of how selected regions change over time.
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| SS.912.G.2.5 | Use geographic terms and tools to analyze case studies of debates over how human actions modify a selected region. Remarks: Examples are mining, drilling, farming, housing.
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| BENCHMARK CODE | BENCHMARK |
| SS.912.G.3.1 | Use geographic terms to locate and describe major ecosystems of Earth.
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| SS.912.G.3.2 | Use geographic terms and tools to explain how weather and climate influence the natural character of a place.
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| 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.
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| SS.912.G.3.4 | Use geographic terms and tools to explain how the Earth's internal changes and external changes influence the character of places. Remarks: Examples of internal are volcanic activity, folding. Examples of external are erosion, water cycle.
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| SS.912.G.3.5 | Use geographic terms and tools to explain how hydrology influences the physical character of a place.
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| BENCHMARK CODE | BENCHMARK |
| SS.912.G.4.1 | Interpret population growth and other demographic data for any given place.
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| SS.912.G.4.2 | Use geographic terms and tools to analyze the push/pull factors contributing to human migration within and among places.
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| 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.
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| SS.912.G.4.4 | Use geographic terms and tools to analyze case studies of issues in globalization. Remarks: Examples are cultural imperialism, outsourcing.
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| SS.912.G.4.5 | Use geographic terms and tools to analyze case studies of the development, growth, and changing nature of cities and urban centers.
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| SS.912.G.4.6 | Use geographic terms and tools to predict the effect of a change in a specific characteristic of a place on the human population of that place.
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| SS.912.G.4.7 | Use geographic terms and tools to explain cultural diffusion throughout places, regions, and the world.
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| SS.912.G.4.8 | Use geographic concepts to analyze spatial phenomena and to discuss economic, political, and social factors that define and interpret space.
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| SS.912.G.4.9 | Use political maps to describe the change in boundaries and governments within continents over time.
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| BENCHMARK CODE | BENCHMARK |
| SS.912.G.5.1 | Analyze case studies of how the Earth's physical systems affect humans.
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| SS.912.G.5.2 | Analyze case studies of how changes in the physical environment of a place can increase or diminish its capacity to support human activity.
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| SS.912.G.5.3 | Analyze case studies of the effects of human use of technology on the environment of places.
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| SS.912.G.5.4 | Analyze case studies of how humans impact the diversity and productivity of ecosystems.
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| SS.912.G.5.5 | Use geographic terms and tools to analyze case studies of policies and programs for resource use and management.
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| SS.912.G.5.6 | Analyze case studies to predict how a change to an environmental factor can affect an ecosystem.
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| BENCHMARK CODE | BENCHMARK |
| SS.912.G.6.1 | Use appropriate maps and other graphic representations to analyze geographic problems and changes over time.
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| SS.912.G.6.2 | Develop databases about specific places and provide a simple analysis about their importance.
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| SS.912.G.6.3 | Formulate hypotheses and test geographic models that demonstrate complex relationships between physical and cultural phenomena.
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| SS.912.G.6.4 | Translate narratives about places and events into graphic representations.
Remarks: Examples are maps, graphs, tables.
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| SS.912.G.6.5 | Develop criteria for assessing issues relating to human spatial organization and environmental stability to identify solutions.
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| BENCHMARK CODE | BENCHMARK |
| SS.912.E.1.1 | Identify the factors of production and why they are necessary for the production of goods and services. Remarks: Examples are land, labor, capital, entrepreneurship.
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| SS.912.E.1.2 | Analyze production possibilities curves to explain choice, scarcity, and opportunity costs.
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| 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?
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| 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.
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| SS.912.E.1.5 | Compare different forms of business organizations. Remarks: Examples are sole proprietorship, partnership, corporation, limited liability corporation.
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| SS.912.E.1.6 | Compare the basic characteristics of the four market structures (monopoly, oligopoly, monopolistic competition, pure competition).
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| SS.912.E.1.7 | Graph and explain how firms determine price and output through marginal cost analysis.
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| SS.912.E.1.8 | Explain ways firms engage in price and nonprice competition.
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| SS.912.E.1.9 | Describe how the earnings of workers are determined. Remarks: Examples are minimum wage, the market value of the product produced, workers' productivity.
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| SS.912.E.1.10 | Explain the use of fiscal policy (taxation, spending) to promote price stability, full employment, and economic growth.
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| SS.912.E.1.11 | Explain how the Federal Reserve uses the tools of monetary policy (discount rate, reserve requirement, open market operations) to promote price stability, full employment, and economic growth.
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| SS.912.E.1.12 | Examine the four phases of the business cycle (peak, contraction - unemployment, trough, expansion - inflation).
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| SS.912.E.1.13 | Explain the basic functions and characteristics of money, and describe the composition of the money supply in the United States.
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| SS.912.E.1.14 | Compare credit, savings, and investment services available to the consumer from financial institutions.
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| SS.912.E.1.15 | Describe the risk and return profiles of various investment vehicles and the importance of diversification. Remarks: Examples are savings accounts, certificates of deposit, stocks, bonds, mutual funds, Individual Retirement Accounts.
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| SS.912.E.1.16 | Construct a one-year budget plan for a specific career path including expenses and construction of a credit plan for purchasing a major item. Remarks: Examples of a career path are university student, trade school student, food service employee, retail employee, laborer, armed forces enlisted personnel. Examples of a budget plan are housing expenses, furnishing, utilities, food costs, transportation, and personal expenses - medical, clothing, grooming, entertainment and recreation, and gifts and contributions. Examples of a credit plan are interest rates, credit scores, payment plan.
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| BENCHMARK CODE | BENCHMARK |
| SS.912.E.2.1 | Identify and explain broad economic goals.
Remarks: Examples are freedom, efficiency, equity, security, growth, price stability, full employment.
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| SS.912.E.2.2 | Use a decision-making model to analyze a public policy issue affecting the student's community that incorporates defining a problem, analyzing the potential consequences, and considering the alternatives.
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| SS.912.E.2.3 | Research contributions of entrepreneurs, inventors, and other key individuals from various gender, social, and ethnic backgrounds in the development of the United States.
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| SS.912.E.2.4 | Diagram and explain the problems that occur when government institutes wage and price controls, and explain the rationale for these controls. Remarks: Examples are shortage, surplus, other inefficiencies.
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| SS.912.E.2.5 | Analyze how capital investments may impact productivity and economic growth.
Remarks: Examples are factories, machinery, technology, people.
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| SS.912.E.2.6 | Examine the benefits of natural monopolies and the purposes of government regulation of these monopolies.
Remarks: Examples are electric, water, cable, waste management.
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| SS.912.E.2.7 | Identify the impact of inflation on society.
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| SS.912.E.2.8 | Differentiate between direct and indirect taxes, and describe the progressivity of taxes (progressive, proportional, regressive). Remarks: Examples are income, sales, social security.
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| SS.912.E.2.9 | Analyze how changes in federal spending and taxation affect budget deficits and surpluses and the national debt.
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| SS.912.E.2.10 | Describe the organization and functions of the Federal Reserve System.
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| SS.912.E.2.11 | Assess the economic impact of negative and positive externalities on the local, state, and national environment. Remarks: Examples of negative are pollution, global warming. Examples of positive are pure water, better air quality.
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| SS.912.E.2.12 | Construct a circular flow diagram for an open-market economy including elements of households, firms, government, financial institutions, product and factor markets, and international trade.
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| BENCHMARK CODE | BENCHMARK |
| SS.912.E.3.1 | Demonstrate the impact of inflation on world economies. Remarks: Examples are oil prices, 1973 oil crisis, Great Depression, World War II.
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| SS.912.E.3.2 | Examine absolute and comparative advantage, and explain why most trade occurs because of comparative advantage.
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| 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. Remarks: Examples are NAFTA, CAFTA. Examples are quotas, tariffs.
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| SS.912.E.3.4 | Assess the economic impact of negative and positive externalities on the international environment. Remarks: Examples of negative are pollution, global warming. Examples of positive are pure water, better air quality.
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| SS.912.E.3.5 | Compare the current United States economy with other developed and developing nations. Remarks: Examples are standard of living, exchange rates, productivity, gross domestic product.
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| SS.912.E.3.6 | Differentiate and draw conclusions about historical economic thought theorized by economists. Remarks: Examples are Adam Smith, Malthus, Ricardo, Keynes, Friedman, Say, Gilder.
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| BENCHMARK CODE | BENCHMARK |
| SS.912.W.1.1 | Use timelines to establish cause and effect relationships of historical events.
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| SS.912.W.1.2 | Compare time measurement systems used by different cultures.
Remarks: Examples are Chinese, Gregorian, and Islamic calendars, dynastic periods, decade, century, era.
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| SS.912.W.1.3 | Interpret and evaluate primary and secondary sources. Remarks: Examples are artifacts, images, auditory and written sources.
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| SS.912.W.1.4 | Explain how historians use historical inquiry and other sciences to understand the past. Remarks: Examples are archaeology, economics, geography, forensic chemistry, political science, physics.
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| SS.912.W.1.5 | Compare conflicting interpretations or schools of thought about world events and individual contributions to history (historiography).
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| SS.912.W.1.6 | Evaluate the role of history in shaping identity and character. Remarks: Examples are ethnic, cultural, personal, national, religious.
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| BENCHMARK CODE | BENCHMARK |
| SS.912.W.2.1 | Locate the extent of Byzantine territory at the height of the empire.
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| SS.912.W.2.2 | Describe the impact of Constantine the Great's establishment of "New Rome" (Constantinople) and his recognition of Christianity as a legal religion.
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| SS.912.W.2.3 | Analyze the extent to which the Byzantine Empire was a continuation of the old Roman Empire and in what ways it was a departure.
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| SS.912.W.2.4 | Identify key figures associated with the Byzantine Empire. Remarks: Examples are Justinian the Great, Theodora, Belisarius, John of Damascus, Anna Comnena, Cyril and Methodius.
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| SS.912.W.2.5 | Explain the contributions of the Byzantine Empire.
Remarks: Examples are Justinian's Code, the preservation of ancient Greek and Roman learning and culture, artistic and architectural achievements, the empire's impact on the development of Western Europe, Islamic civilization, and Slavic peoples.
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| SS.912.W.2.6 | Describe the causes and effects of the Iconoclast controversy of the 8th and 9th centuries and the 11th century Christian schism between the churches of Constantinople and Rome.
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| SS.912.W.2.7 | Analyze causes (Justinian's Plague, ongoing attacks from the "barbarians," the Crusades, and internal political turmoil) of the decline of the Byzantine Empire.
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| SS.912.W.2.8 | Describe the rise of the Ottoman Turks, the conquest of Constantinople in 1453, and the subsequent growth of the Ottoman empire under the sultanate including Mehmet the Conqueror and Suleyman the Magnificent.
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| SS.912.W.2.9 | Analyze the impact of the collapse of the Western Roman Empire on Europe.
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| SS.912.W.2.10 | Describe the orders of medieval social hierarchy, the changing role of the Church, the emergence of feudalism, and the development of private property as a distinguishing feature of Western Civilization.
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| SS.912.W.2.11 | Describe the rise and achievements of significant rulers in medieval Europe. Remarks: Examples are Charles Martel, Charlemagne, Otto the Great, William the Conqueror.
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| 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.
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| 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.
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| SS.912.W.2.14 | Describe the causes and effects of the Great Famine of 1315-1316, The Black Death, The Great Schism of 1378, and the Hundred Years War on Western Europe.
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| SS.912.W.2.15 | Determine the factors that contributed to the growth of a modern economy. Remarks: Examples are growth of banking, technological and agricultural improvements, commerce, towns, guilds, rise of a merchant class.
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| SS.912.W.2.16 | Trace the growth and development of a national identity in the countries of England, France, and Spain.
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| SS.912.W.2.17 | Identify key figures, artistic, and intellectual achievements of the medieval period in Western Europe. Remarks: Examples are Anselm of Canterbury, Chaucer, Thomas Aquinas, Roger Bacon, Hildegard of Bingen, Dante, Code of Chivalry, Gothic architecture, illumination, universities, Natural Law Philosophy, Scholasticism.
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| SS.912.W.2.18 | Describe developments in medieval English legal and constitutional history and their importance to the rise of modern democratic institutions and procedures. Remarks: Examples are Magna Carta, parliament, habeas corpus.
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| SS.912.W.2.19 | Describe the impact of Japan's physiography on its economic and political development.
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| SS.912.W.2.20 | Summarize the major cultural, economic, political, and religious developments in medieval Japan. Remarks: Examples are Pillow Book, Tale of Genji, Shinto and Japanese Buddhism, the rise of feudalism, the development of the shogunate, samurai, and social hierarchy.
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| SS.912.W.2.21 | Compare Japanese feudalism with Western European feudalism during the Middle Ages.
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| SS.912.W.2.22 | Describe Japan's cultural and economic relationship to China and Korea.
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| BENCHMARK CODE | BENCHMARK |
| SS.912.W.3.1 | Discuss significant people and beliefs associated with Islam. Remarks: Examples are the prophet Muhammad, the early caliphs, the Pillars of Islam, Islamic law, the relationship between government and religion in Islam.
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| SS.912.W.3.2 | Compare the major beliefs and principles of Judaism, Christianity, and Islam.
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| SS.912.W.3.3 | Determine the causes, effects, and extent of Islamic military expansion through Central Asia, North Africa, and the Iberian Peninsula.
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| SS.912.W.3.4 | Describe the expansion of Islam into India and the relationship between Muslims and Hindus.
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| SS.912.W.3.5 | Describe the achievements, contributions, and key figures associated with the Islamic Golden Age. Remarks: Examples are Al-Ma'mun, Avicenna, Averroes, Algebra, Al-Razi, Alhambra, The Thousand and One Nights.
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| SS.912.W.3.6 | Describe key economic, political, and social developments in Islamic history. Remarks: Examples are growth of the caliphate, division of Sunni and Shi'a, role of trade, dhimmitude, Islamic slave trade.
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| SS.912.W.3.7 | Analyze the causes, key events, and effects of the European response to Islamic expansion beginning in the 7th century. Remarks: Examples are Crusades, Reconquista.
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| SS.912.W.3.8 | Identify important figures associated with the Crusades. Remarks: Examples are Alexius Comnenus, Pope Urban, Bernard of Clairvaux, Godfrey of Bouillon, Saladin, Richard the Lionheart, Baybars, Louis IX.
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| SS.912.W.3.9 | Trace the growth of major sub-Saharan African kingdoms and empires. Remarks: Examples are Ghana, Mali, Songhai.
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| SS.912.W.3.10 | Identify key significant economic, political, and social characteristics of Ghana. Remarks: Examples are salt and gold trade, taxation system, gold monopoly, matrilineal inheritance, griots, ancestral worship, rise of Islam, slavery.
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| SS.912.W.3.11 | Identify key figures and significant economic, political, and social characteristics associated with Mali. Remarks: Examples are Sundiata, Epic of Sundiata, Mansa Musa, Ibn Battuta, gold mining and salt trade, slavery.
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| SS.912.W.3.12 | Identify key figures and significant economic, political, and social characteristics associated with Songhai. Remarks: Examples are Sunni Ali, Askia Mohammad the Great, gold, salt trade, cowries as a medium of exchange, Sankore University, slavery, professional army, provincial political structure.
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| SS.912.W.3.13 | Compare economic, political, and social developments in East, West, and South Africa.
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| SS.912.W.3.14 | Examine the internal and external factors that led to the fall of the empires of Ghana, Mali, and Songhai. Remarks: Examples are disruption of trade, internal political struggles, Islamic invasions.
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| SS.912.W.3.15 | Analyze the legacies of the Olmec, Zapotec, and Chavin on later Meso and South American civilizations.
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| SS.912.W.3.16 | Locate major civilizations of Mesoamerica and Andean South America. Remarks: Examples are Maya, Aztec, Inca.
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| SS.912.W.3.17 | Describe the roles of people in the Maya, Inca, and Aztec societies. Remarks: Examples are class structure, family life, warfare, religious beliefs and practices, slavery.
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| SS.912.W.3.18 | Compare the key economic, cultural, and political characteristics of the major civilizations of Meso and South America. Remarks: Examples are agriculture, architecture, astronomy, literature, mathematics, trade networks, government.
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| SS.912.W.3.19 | Determine the impact of significant Meso and South American rulers such as Pacal the Great, Moctezuma I, and Huayna Capac.
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| BENCHMARK CODE | BENCHMARK |
| SS.912.W.4.1 | Identify the economic and political causes for the rise of the Italian city-states (Florence, Milan, Naples, Rome, Venice).
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| SS.912.W.4.2 | Recognize major influences on the architectural, artistic, and literary developments of Renaissance Italy (Classical, Byzantine, Islamic, Western European).
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| SS.912.W.4.3 | Identify the major artistic, literary, and technological contributions of individuals during the Renaissance. Remarks: Examples are Petrarch, Brunelleschi, Giotto, the Medici Family, Michelangelo, Leonardo da Vinci, Erasmus, Thomas More, Machiavelli, Shakespeare, Gutenberg, El Greco, Artemisia Gentileschi, Van Eyck.
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| SS.912.W.4.4 | Identify characteristics of Renaissance humanism in works of art. Remarks: Examples are influence of classics, School of Athens.
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| SS.912.W.4.5 | Describe how ideas from the Middle Ages and Renaissance led to the Scientific Revolution.
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| SS.912.W.4.6 | Describe how scientific theories and methods of the Scientific Revolution challenged those of the early classical and medieval periods.
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| 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.
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| 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. Remarks: Examples are Catholic and Counter Reformation, political and religious fragmentation, military conflict, expansion of capitalism.
|
| 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. Remarks: Examples are Council of Trent, Thomas More, Ignatius of Loyola and the Jesuits, Teresa of Avila, Charles V.
|
| SS.912.W.4.10 | Identify the major contributions of individuals associated with the Scientific Revolution. Remarks: Examples are Francis Bacon, Nicholas Copernicus, Rene Descartes, Galileo Galilei, Johannes Kepler, Isaac Newton, Blaise Pascal, Vesalius.
|
| SS.912.W.4.11 | Summarize the causes that led to the Age of Exploration, and identify major voyages and sponsors.
|
| SS.912.W.4.12 | Evaluate the scope and impact of the Columbian Exchange on Europe, Africa, Asia, and the Americas.
|
| SS.912.W.4.13 | Examine the various economic and political systems of Portugal, Spain, the Netherlands, France, and England in 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.
|
| BENCHMARK CODE | BENCHMARK |
| SS.912.W.5.1 | Compare the causes and effects of the development of constitutional monarchy in England with those of the development of absolute monarchy in France, Spain, and Russia.
|
| SS.912.W.5.2 | Identify major causes of the Enlightenment. Remarks: Examples are ideas from the Renaissance, Scientific Revolution, Reformation, and resistance to absolutism.
|
| SS.912.W.5.3 | Summarize the major ideas of Enlightenment philosophers.
|
| 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.5.5 | Analyze the extent to which the Enlightenment impacted the American and French Revolutions.
|
| SS.912.W.5.6 | Summarize the important causes, events, and effects of the French Revolution including the rise and rule of Napoleon.
|
| SS.912.W.5.7 | Describe the causes and effects of 19th Latin American and Caribbean independence movements led by people including Bolivar, de San Martin, and L' Ouverture.
|
| BENCHMARK CODE | BENCHMARK |
| SS.912.W.6.1 | Describe the agricultural and technological innovations that led to industrialization in Great Britain and its subsequent spread to continental Europe, the United States, and Japan.
|
| SS.912.W.6.2 | Summarize the social and economic effects of the Industrial Revolution. Remarks: Examples are urbanization, increased productivity and wealth, rise of the middle class, conditions faced by workers, rise of labor unions, expansion of colonialism.
|
| 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.6.4 | 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. Remarks: Examples are Meiji Reforms, abolition of slavery in the British Empire, expansion of women's rights, labor laws.
|
| SS.912.W.6.5 | Summarize the causes, key events, and effects of the unification of Italy and Germany.
|
| SS.912.W.6.6 | Analyze the causes and effects of imperialism. Remarks: Examples are social impact on indigenous peoples, the Crimean War, development of the Suez Canal, Spheres of Influence)
|
| SS.912.W.6.7 | Identify major events in China during the 19th and early 20th centuries related to imperialism. Remarks: Examples are Western incursions, Opium Wars, Taiping and Boxer Rebellions, nationalist revolution.
|
| BENCHMARK CODE | BENCHMARK |
| SS.912.W.7.1 | Analyze the causes of World War I including the formation of European alliances and the roles of imperialism, nationalism, and militarism.
|
| SS.912.W.7.2 | Describe the changing nature of warfare during World War I. Remarks: Examples are the impact of industrialization, use of total war, trench warfare, destruction of the physical landscape and human life.
|
| SS.912.W.7.3 | Summarize significant effects of World War I. Remarks: Examples are collapse of the Romanov dynasty, creation of the Weimar Republic, dissolution of the German, Russian, Austro-Hungarian and Ottoman empires, Armenian Genocide, Balfour Declaration, Treaty of Versailles.
|
| SS.912.W.7.4 | Describe the causes and effects of the German economic crisis of the 1920s and the global depression of the 1930s, and analyze how governments responded to the Great Depression.
|
| SS.912.W.7.5 | Describe the rise of authoritarian governments in the Soviet Union, Italy, Germany, and Spain, and analyze the policies and main ideas of Vladimir Lenin, Joseph Stalin, Benito Mussolini, Adolf Hitler, and Francisco Franco.
|
| SS.912.W.7.6 | Analyze the restriction of individual rights and the use of mass terror against populations in the Soviet Union, Nazi Germany, and occupied territories.
|
| SS.912.W.7.7 | Trace the causes and key events related to World War II.
|
| SS.912.W.7.8 | Explain the causes, events, and effects of the Holocaust (1933-1945) including its roots in the long tradition of antisemitism, 19th century ideas about race and nation, and Nazi dehumanization of the Jews and other victims.
|
| SS.912.W.7.9 | Identify the wartime strategy and post-war plans of the Allied leaders.
Remarks: Examples are Churchill, Roosevelt, Stalin.
|
| 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.7.11 | Describe the effects of World War II. Remarks: Examples are human toll, financial cost, physical destruction, emergence of the United States and Soviet Union as superpowers, creation of the United Nations.
|
| BENCHMARK CODE | BENCHMARK |
| SS.912.W.8.1 | Identify the United States and Soviet aligned states of Europe, and contrast their political and economic characteristics.
|
| SS.912.W.8.2 | Describe characteristics of the early Cold War. Remarks: Examples are containment policy, Truman Doctrine, Marshall Plan, NATO, Iron Curtain, Berlin Airlift, Warsaw Pact.
|
| SS.912.W.8.3 | Summarize key developments in post-war China. Remarks: Examples are Chinese Civil War, communist victory, Great Leap Forward, Cultural Revolution, China's subsequent rise as a world power.
|
| SS.912.W.8.4 | Summarize the causes and effects of the arms race and proxy wars in Africa, Asia, Latin America, and the Middle East.
|
| SS.912.W.8.5 | Identify the factors that led to the decline and fall of communism in the Soviet Union and Eastern Europe. Remarks: Examples are the arms race, Soviet invasion of Afghanistan, growing internal resistance to communism, perestroika and glasnost, United States influence.
|
| 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.8.7 | Compare post-war independence movements in African, Asian, and Caribbean countries.
|
| 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. Remarks: Examples are Mahatma Ghandi, Fidel Castro, Gamal Abdel Nasser, Francois 'Papa Doc' Duvalier, Jawaharlal Nehru.
|
| 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. Remarks: Examples are Iranian Revolution, Mujahideen in Afghanistan, Persian Gulf War.
|
| BENCHMARK CODE | BENCHMARK |
| SS.912.W.9.1 | Identify major scientific figures and breakthroughs of the 20th century, and assess their impact on contemporary life. Remarks: Examples are Marie Curie, Albert Einstein, Enrico Fermi, Sigmund Freud, Wright Brothers, Charles R. Drew, mass vaccination, atomic energy, transistor, microchip, space exploration, Internet, discovery of DNA, Human Genome Project.
|
| SS.912.W.9.2 | Describe the causes and effects of post-World War II economic and demographic changes. Remarks: Examples are medical and technological advances, free market economics, increased consumption of natural resources and goods, rise in expectations for standards of living.
|
| 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. Remarks: Examples are prejudice, racism, stereotyping, economic competition.
|
| SS.912.W.9.4 | Describe the causes and effects of twentieth century nationalist conflicts. Remarks: Examples are Cyprus, Kashmir, Tibet, Northern Ireland.
|
| SS.912.W.9.5 | Assess the social and economic impact of pandemics on a global scale, particularly within the developing and under-developed world.
|
| SS.912.W.9.6 | Analyze the rise of regional trade blocs such as the European Union and NAFTA, and predict the impact of increased globalization in the 20th and 21st centuries.
|
| SS.912.W.9.7 | Describe the impact of and global response to international terrorism.
|
| BENCHMARK CODE | BENCHMARK |
| 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. Remarks: Examples are Bronze Age, Ming Dynasty, Classical, Renaissance, Modern, and Contemporary.
|
| 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. Remarks: Examples are imperial Roman sculpture; Palace of Versailles; Picasso's Guernica; layout of Washington, DC.
|
| SS.912.H.1.3 | Relate works in the arts to various cultures. Remarks: Examples are African, Asian, Oceanic, European, the Americas, Middle Eastern, Egyptian, Greek, Roman.
|
| SS.912.H.1.4 | Explain philosophical beliefs as they relate to works in the arts. Remarks: Examples are classical architecture, protest music, Native American dance, Japanese Noh.
|
| SS.912.H.1.5 | Examine artistic response to social issues and new ideas in various cultures. Remarks: Examples are Victor Hugo's Les Miserables, Langston Hughes' poetry, Pete Seeger's Bring 'Em Home.
|
| SS.912.H.1.6 | Analyze how current events are explained by artistic and cultural trends of the past.
|
| SS.912.H.1.7 | Know terminology of art forms (narthex, apse, triforium of Gothic cathedral) within cultures and use appropriately in oral and written references.
|
| BENCHMARK CODE | BENCHMARK |
| SS.912.H.2.1 | Identify specific characteristics of works within various art forms (architecture, dance, film, literature, music, theatre, and visual arts).
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| SS.912.H.2.2 | Classify styles, forms, types, and genres within art forms.
Remarks: Examples are Gothic and Romanesque columns, modern and ethnic dance, epic poetry and Shakespearean plays, ballads and nationalistic music, surrealism and cubism.
|
| 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.2.5 | Describe how historical, social, cultural, and physical settings influence an audience's aesthetic response.
|
| BENCHMARK CODE | BENCHMARK |
| 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.H.3.3 | Identify contributions made by various world cultures through trade and communication, and form a hypothesis on future contributions and changes.
|
| BENCHMARK CODE | BENCHMARK |
| SS.912.P.1.1 | Define psychology as a discipline and identify its goals as a science. Remarks: Examples of goals may include, but are not limited to, describing behavior, explaining why behaviors and mental processes occur, predicting future events, controlling/changing behaviors and mental processes, and observation of behavioral and mental problems.
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| SS.912.P.1.2 | Describe the emergence of psychology as a scientific discipline. Remarks: Topics may include, but are not limited to, Wilhelm Wundt, structuralism, functionalism, William James, Sigmund Freud, Gestalt psychology, Ivan Pavlov, John Watson, behaviorism, B.F. Skinner, humanistic psychology, Abraham Maslow, Carl Rogers Jean Piaget.
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| SS.912.P.1.3 | Describe perspectives employed to understand behavior and mental processes. Remarks: Examples may include, but are not limited to, cognitive perspective, biological perspective, social-cultural perspective, behavioral perspective, humanistic perspective, psychodynamic perspective.
|
| SS.912.P.1.4 | Discuss the value of both basic and applied psychological research with human and non-human animals. Remarks: Topics may include, but are not limited to, scientific method, bias, observations, case studies, correlational studies, surveys, random samples, longitudinal studies, cross-sectional studies, independent variable, dependent variable, confounding variable, experimental group, control group, double-blind procedure, placebo, replication, ethics.
|
| SS.912.P.1.5 | Describe the major subfields of psychology. Remarks: Examples may include, but are not limited to, biopsychology, clinical psychology, developmental psychology, forensic psychology, industrial-organizational psychology, personality psychology, social psychology, school psychology.
|
| SS.912.P.1.6 | Identify the important role psychology plays in benefiting society and improving people’s lives.
|
| BENCHMARK CODE | BENCHMARK |
| SS.912.P.10.1 | Define culture and diversity. |
| SS.912.P.10.2 | Identify how cultures change over time and vary within nations and internationally. |
| SS.912.P.10.3 | Discuss the relationship between culture and conceptions of self and identity. |
| SS.912.P.10.4 | Discuss psychological research examining race and ethnicity. |
| SS.912.P.10.5 | Discuss psychological research examining socioeconomic status. |
| SS.912.P.10.6 | Discuss how privilege and social power structures relate to stereotypes, prejudice, and discrimination. |
| SS.912.P.10.7 | Discuss psychological research examining gender similarities and differences and the impact of gender discrimination. |
| SS.912.P.10.8 | Discuss the psychological research on gender and how the roles of women and men in societies are perceived. |
| SS.912.P.10.9 | Examine how perspectives affect stereotypes and treatment of minority and majority groups in society. |
| SS.912.P.10.10 | Discuss psychological research examining differences in individual cognitive and physical abilities. |
| SS.912.P.10.11 | Examine societal treatment of people with disabilities and the effect of treatment by others on individual identity/status. |
| BENCHMARK CODE | BENCHMARK |
| SS.912.P.11.1 | Identify factors that influence encoding. Remarks: Examples may include, but are not limited to, list position, distributed v. mass rehearsal, semantic encoding, visual encoding, mnemonic devices, chunking and hierarchy.
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| SS.912.P.11.2 | Characterize the difference between shallow (surface) and deep (elaborate) processing.
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| SS.912.P.11.3 | Discuss strategies for improving the encoding of memory.
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| SS.912.P.11.4 | Describe the differences between working memory and long-term memory.
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| SS.912.P.11.5 | Identify and explain biological processes related to how memory is stored. Remarks: Examples may include, but are not limited to, sensory memory, long term potentiation, explicit memories, and implicit memories.
|
| SS.912.P.11.6 | Discuss types of memory and memory disorders (e.g., amnesias, dementias). Remarks: Examples may also include, but are not limited to, sensory, short-term, working,long-term, Alzheimer’s disease, brain injury, Huntington’s disease, Parkinson’s disease, and stress.
|
| SS.912.P.11.7 | Discuss strategies for improving the storage of memories.
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| SS.912.P.11.8 | Analyze the importance of retrieval cues in memory. Remarks: Examples may include, but are not limited to, recall, recollection, recognition, and relearning.
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| SS.912.P.11.9 | Explain the role that interference plays in retrieval. Remarks: Examples may include, but are not limited to, proactive interference and retroactive interference.
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| SS.912.P.11.10 | Discuss the factors influencing how memories are retrieved. Remarks: Topics may include, but are not limited to, context theory and state-dependent memory.
|
| SS.912.P.11.11 | Explain how memories can be malleable.
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| SS.912.P.11.12 | Discuss strategies for improving the retrieval of memories.
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| BENCHMARK CODE | BENCHMARK |
| SS.912.P.12.1 | Define cognitive processes involved in understanding information. Remarks: Examples may include, but are not limited to, encoding, storage, and retrieval.
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| SS.912.P.12.2 | Define processes involved in problem solving and decision making. Remarks: Examples may include, but are not limited to, identification, analysis, solution generation, plan, implement, and evaluate.
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| SS.912.P.12.3 | Discuss non-human problem-solving abilities.
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| SS.912.P.12.4 | Describe obstacles to problem solving. Remarks: Examples may include, but are not limited to, fixation and functional fixedness.
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| SS.912.P.12.5 | Describe obstacles to decision making. Remarks: Examples may include, but are not limited to, confirmation bias, counterproductive heuristics, and overconfidence.
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| SS.912.P.12.6 | Describe obstacles to making good judgments. Remarks: Examples may include, but are not limited to, framing and belief perseverance.
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| BENCHMARK CODE | BENCHMARK |
| SS.912.P.13.1 | Discuss intelligence as a general factor. |
| SS.912.P.13.2 | Discuss alternative conceptualizations of intelligence. Remarks: Examples may include, but are not limited to, Howard Gardner’s theory of multiple intelligences, Daniel Goleman’s theory of emotional intelligence, and Robert Sternberg’s triarchic theory of intelligence. |
| SS.912.P.13.3 | Describe the extremes of intelligence. |
| SS.912.P.13.4 | Discuss the history of intelligence testing, including historical use and misuse in the context of fairness. Remarks: Topics may include, but are not limited to, Alfred Binet, Lewis Terman, David Weschler, mental age, chronological age, Stanford-Binet intelligence test, intelligence quotient, Weschler intelligence scales. |
| SS.912.P.13.5 | Identify current methods of assessing human abilities. Remarks: Examples may include, but are not limited to, individual tests, group tests, achievement tests, and aptitude tests. |
| SS.912.P.13.6 | Identify measures of and data on reliability and validity for intelligence test scores. Remarks: Examples may include, but are not limited to, test and retest reliability, alternate form reliability, split-half reliability, content validity, predictive validity, face validity, construct validity, and concurrent validity. |
| SS.912.P.13.7 | Discuss issues related to the consequences of intelligence testing. |
| SS.912.P.13.8 | Discuss the influences of biological, cultural, and environmental factors on intelligence. |
| BENCHMARK CODE | BENCHMARK |
| SS.912.P.14.1 | Explain biologically based theories of motivation. Remarks: Topics may include, but are not limited to, arousal theories, Yerkes-Dodson Law, and homeostasis. |
| SS.912.P.14.2 | Explain cognitively based theories of motivation. Remarks: Topics may include, but are not limited to, extrinsic motivation and intrinsic motivation. |
| SS.912.P.14.3 | Explain humanistic theories of motivation. Remarks: Topics may include, but are not limited to, Maslow’s Hierarchy of Needs, achievement motivation, hunger, and eating disorders. |
| SS.912.P.14.4 | Explain the role of culture in human motivation. |
| SS.912.P.14.5 | Discuss eating behavior. |
| SS.912.P.14.6 | Discuss achievement motivation. |
| SS.912.P.14.7 | Discuss other ways in which humans and non-human animals are motivated. |
| BENCHMARK CODE | BENCHMARK |
| SS.912.P.15.1 | Explain the biological and cognitive components of emotion. Remarks: Examples may include, but are not limited to, physiological activation, expressive behaviors, and conscious experience. |
| SS.912.P.15.2 | Discuss psychological research on basic human emotions. |
| SS.912.P.15.3 | Differentiate among theories of emotional experience. Remarks: James-Lange Theory, Cannon-Bard Theory, Schacter’s Two-Factor Theory, Robert Zajonc, and Richard Lazarus. |
| SS.912.P.15.4 | Explain how biological factors influence emotional interpretation and expression. |
| SS.912.P.15.5 | Explain how culture and gender influence emotional interpretation and expression. Remarks: Examples may include, but are not limited to, display rules. |
| SS.912.P.15.6 | Explain how other environmental factors influence emotional interpretation and expression. |
| SS.912.P.15.7 | Identify biological and environmental influences on the expression experience of negative emotions, such as fear. Remarks: Topics may include, but are not limited to, autonomic nervous system. |
| SS.912.P.15.8 | Identify biological and environmental influences on the expression and experience of positive emotions, such as happiness. |
| BENCHMARK CODE | BENCHMARK |
| SS.912.P.16.1 | Evaluate psychodynamic theories.
|
| SS.912.P.16.2 | Evaluate trait theories.
|
| SS.912.P.16.3 | Evaluate humanistic theories.
|
| SS.912.P.16.4 | Evaluate social-cognitive theories.
|
| SS.912.P.16.5 | Differentiate personality assessment techniques. Remarks: Topics may include, but are not limited to Freud, Adler, Jung, Horney, thematic appreciation test, and Rorschach inkblot test.
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| SS.912.P.16.6 | Discuss the reliability and validity of personality assessment techniques.
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| SS.912.P.16.7 | Discuss biological and situational influences.
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| SS.912.P.16.8 | Discuss stability and change.
|
| SS.912.P.16.9 | Discuss connection to health and work on personality.
|
| SS.912.P.16.10 | Discuss self-concept.
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| SS.912.P.16.11 | Analyze how individualistic and collectivistic cultural perspectives relate to personality.
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| BENCHMARK CODE | BENCHMARK |
| SS.912.P.17.1 | Define psychologically abnormal behavior.
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| SS.912.P.17.2 | Describe historical and cross-cultural views of abnormality.
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| SS.912.P.17.3 | Describe major models of abnormality. Remarks: Examples may include, but are not limited to, medical model and bio-psycho-social model
|
| SS.912.P.17.4 | Discuss how stigma relates to abnormal behavior.
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| SS.912.P.17.5 | Discuss the impact of psychological disorders on the individual, family, and society.
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| SS.912.P.17.6 | Describe the classification of psychological disorders.
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| SS.912.P.17.7 | Discuss the challenges associated with diagnosis.
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| SS.912.P.17.8 | Describe symptoms and causes of major categories of psychological disorders (including schizophrenic, mood, anxiety, and personality disorders). Remarks: Examples may also include, but are not limited to, dissociative disorders and schizophrenia.
|
| SS.912.P.17.9 | Evaluate how different factors influence an individual’s experience of psychological disorders.
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| BENCHMARK CODE | BENCHMARK |
| SS.912.P.18.1 | Explain how psychological treatments have changed over time and among cultures.
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| SS.912.P.18.2 | Match methods of treatment to psychological perspectives.
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| SS.912.P.18.3 | Explain why psychologists use a variety of treatment options.
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| SS.912.P.18.4 | Identify biomedical treatments. Remarks: Examples may include, but are not limited to, aversive conditioning, drug therapy, electroconvulsive therapy, and psychosurgery.
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| SS.912.P.18.5 | Identify psychological treatments. Remarks: Examples may include, but are not limited to, psychotherapy, psychoanalysis, client-centered therapy, active listening, behavior therapy, systematic desensitization, token economy, cognitive therapy, family therapy, therapeutic touch therapy, and light exposure therapy.
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| SS.912.P.18.6 | Describe appropriate treatments for different age groups.
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| SS.912.P.18.7 | Evaluate the efficacy of treatments for particular disorders.
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| SS.912.P.18.8 | Identify other factors that improve the efficacy of treatment.
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| SS.912.P.18.9 | Identify treatment providers for psychological disorders and the training required for each.
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| SS.912.P.18.10 | Identify ethical challenges involved in delivery of treatment.
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| SS.912.P.18.11 | Identify national and local resources available to support individuals with psychological disorders and their families (e.g., NAMI and support groups). |
| BENCHMARK CODE | BENCHMARK |
| SS.912.P.19.1 | Define stress as a psychophysiological reaction.
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| SS.912.P.19.2 | Identify and explain potential sources of stress. Remarks: Examples may include, but are not limited to, physical illness, major work or family events, debt, unemployment, lack of ability to accept uncertainty, negativity, perfectionism, low self-esteem, and loneliness.
|
| SS.912.P.19.3 | Explain physiological and psychological consequences of stress for health.
|
| SS.912.P.19.4 | Identify and explain physiological, cognitive, and behavioral strategies to deal with stress. Remarks: Examples may include, but are not limited to healthy lifestyles, positive experiences, sense of well-being, and overcoming illness-related behaviors.
|
| SS.912.P.19.5 | Identify ways to promote mental health and physical fitness.
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| SS.912.P.19.6 | Describe the characteristics of and factors that promote resilience and optimism.
|
| SS.912.P.19.7 | Distinguish between effective and ineffective means of dealing with stressors and other health issues.
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| BENCHMARK CODE | BENCHMARK |
| SS.912.P.2.1 | Describe the scientific method and its role in psychology. |
| SS.912.P.2.2 | Describe and compare a variety of quantitative (e.g., surveys, correlations, experiments) and qualitative (e.g., interviews, narratives, focus groups) research methods. |
| SS.912.P.2.3 | Define systematic procedures used to improve the validity of research findings, such as external validity. Remarks: Examples may also include, but are not limited to internal validity. |
| SS.912.P.2.4 | Discuss how and why psychologists use non-human animals in research. |
| SS.912.P.2.5 | Identify ethical standards psychologists must address regarding research with human participants. Remarks: Examples may include, but are not limited to, informed consent of participants, protection of participants from harm and discomfort, protection of participants’ privacy, and provision of full explanation of completed research to participants. |
| SS.912.P.2.6 | Identify ethical guidelines psychologists must address regarding research with non-human animals. Remarks: Examples may include, but are not limited to, justification of the research, informed personnel, and provision for safety and well-being of non-human research animals. |
| SS.912.P.2.7 | Define descriptive statistics and explain how they are used by psychological scientists. |
| SS.912.P.2.8 | Define forms of qualitative data and explain how they are used by psychological scientists. |
| SS.912.P.2.9 | Define correlation coefficients and explain their appropriate interpretation. |
| SS.912.P.2.10 | Interpret graphical representations of data as used in both quantitative and qualitative methods. |
| SS.912.P.2.11 | Explain other statistical concepts, such as statistical significance and effect size. Remarks: Examples may also include, but are not limited to, inferential statistics, comparative statistics, statistical inference, and correlation coefficient. |
| SS.912.P.2.12 | Explain how validity and reliability of observations and measurements relate to data analysis. |
| BENCHMARK CODE | BENCHMARK |
| SS.912.P.20.1 | Identify careers in psychological science and practice. Remarks: Examples may include, but are not limited to, biological psychologist, social psychologist, developmental psychologist, and cognitive psychologist. |
| SS.912.P.20.2 | Identify resources to help select psychology programs for further study. Remarks: Examples may include, but are not limited to the Occupational Outlook Handbook. |
| SS.912.P.20.3 | Identify degree requirements for psychologists and psychology-related careers. Remarks: Examples may include, but are not limited to, bachelor’s degree, graduate degree, Ph.D., and Psy.D. |
| SS.912.P.20.4 | Identify careers related to psychology. |
| SS.912.P.20.5 | Discuss ways in which psychological science addresses domestic and global issues. |
| SS.912.P.20.6 | Identify careers in psychological science that have evolved as a result of domestic and global issues. |
| BENCHMARK CODE | BENCHMARK |
| SS.912.P.3.1 | Identify the major divisions and subdivisions of the human nervous system. Remarks: Examples may include, but are not limited to, central nervous system, peripheral nervous system, brain, spinal cord, somatic nervous system, autonomic nervous system, sympathetic division, and parasympathetic division. |
| SS.912.P.3.2 | Identify the parts of the neuron and describe the basic process of neural transmission. Remarks: Examples may include, but are not limited to, dendrites, soma, axon, neural impulse, myelin sheath, and terminal branches of the axon. |
| SS.912.P.3.3 | Differentiate between the structures and functions of the various parts of the central nervous system. |
| SS.912.P.3.4 | Describe lateralization of brain functions. |
| SS.912.P.3.5 | Discuss the mechanisms and the importance of plasticity of the nervous system. |
| SS.912.P.3.6 | Describe how the endocrine glands are linked to the nervous system. Remarks: Examples may include, but are not limited to, hormones, pituitary gland, thyroid gland, adrenal gland. |
| SS.912.P.3.7 | Describe the effects of hormones on behavior and mental processes. |
| SS.912.P.3.8 | Describe hormone effects on the immune system. |
| SS.912.P.3.9 | Describe concepts in genetic transmission. Remarks: Concepts may include, but are not limited to, mutation, natural selection, identical twins, fraternal twins, and heritability. |
| SS.912.P.3.10 | Describe the interactive effects of heredity and environment. |
| SS.912.P.3.11 | Explain how evolved tendencies influence behavior. |
| SS.912.P.3.12 | Identify tools used to study the nervous system. Remarks: Examples may include, but are not limited to, CAT scan, MRI, EEG imaging, and PET scan. |
| SS.912.P.3.13 | Describe advances made in neuroscience. Remarks: Examples may include, but are not limited to, Broca’s discovery of the seat of language, the work of Alois Alzheimer, Otto Loewi’s work with neurons, Walter Cannon’s description of “fight or flight,” the National Mental Health Act, and the concept of neuroplasticity. |
| SS.912.P.3.14 | Discuss issues related to scientific advances in neuroscience and genetics. |
| BENCHMARK CODE | BENCHMARK |
| SS.912.P.4.1 | Discuss processes of sensation and perception and how they interact |
| SS.912.P.4.2 | Explain the concepts of threshold and adaptation. |
| SS.912.P.4.3 | List forms of physical energy for which humans and non-human animals do and do not have sensory receptors. Remarks: Examples may include, but are not limited to, light, heat, wind and chemical substances. |
| SS.912.P.4.4 | Describe the visual sensory system. |
| SS.912.P.4.5 | Describe the auditory sensory system. |
| SS.912.P.4.6 | Describe other sensory systems, such as olfaction, gestation, and somesthesis (e.g., skin senses, kinesthesis, and vestibular sense). |
| SS.912.P.4.7 | Explain Gestalt principles of perception. Remarks: Examples may include, but are not limited to, similarity, proximity, closure, and continuity. |
| SS.912.P.4.8 | Describe binocular and monocular depth cues. |
| SS.912.P.4.9 | Describe the importance of perceptual constancies. |
| SS.912.P.4.10 | Describe perceptual illusions. |
| SS.912.P.4.11 | Describe the nature of attention. |
| SS.912.P.4.12 | Explain how experiences and expectations influence perception. |
| BENCHMARK CODE | BENCHMARK |
| SS.912.P.5.1 | Identify states of consciousness. Remarks: Examples may include, but are not limited to, consciousness, sleep, dreams, hypnotic states, meditative states, and drug-induced states. |
| SS.912.P.5.2 | Distinguish between processing that is conscious (i.e., explicit) and other processing that happens without conscious awareness (i.e., implicit). |
| SS.912.P.5.3 | Describe the circadian rhythm and its relation to sleep. |
| SS.912.P.5.4 | Describe the sleep cycle. Remarks: Examples may include, but are not limited to, Stage 1 sleep, Stage 2 sleep, Stage 3 sleep, Stage 4 sleep, and REM sleep. |
| SS.912.P.5.5 | Compare theories about the functions of sleep. Remarks: Examples may include, but are not limited to, Repair and Restoration Theory, Evolutionary Theory, and Information Consolidation Theory. |
| SS.912.P.5.6 | Describe types of sleep disorders. Remarks: Examples may include, but are not limited to, insomnia, sleep apnea, narcolepsy, somnambulism, night terrors, bruxism enuresis, and myoclonus. |
| SS.912.P.5.7 | Compare theories about the functions of dreams. Remarks: Examples may include, but are not limited to, psychoanalytic theory, and activation-synthesis model. |
| SS.912.P.5.8 | Characterize the major categories of psychoactive drugs and their effects. Remarks: Examples may include, but are not limited to, depressants, opiates, stimulants, hallucinogens, and marijuana. |
| SS.912.P.5.9 | Describe how psychoactive drugs act at the synaptic level. |
| SS.912.P.5.10 | Evaluate the biological and psychological effects of psychoactive drugs. |
| SS.912.P.5.11 | Explain how culture and expectations influence the use and experience of drugs. |
| SS.912.P.5.12 | Describe meditation and relaxation and their effects. |
| SS.912.P.5.13 | Describe hypnosis and controversies surrounding its nature and use. |
| SS.912.P.5.14 | Describe flow states. |
| BENCHMARK CODE | BENCHMARK |
| SS.912.P.6.1 | Explain the interaction of environmental and biological factors in development, including the role of the brain in all aspects of development. Remarks: Examples may include, but are not limited to, the concept of “nature v. nurture.”
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| SS.912.P.6.2 | Explain issues of continuity/discontinuity and stability/change.
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| SS.912.P.6.3 | Distinguish methods used to study development. Remarks: Examples may include, but are not limited to, cross-sectional research, longitudinal research, data collection, observation, case studies, questionnaires, and experimentation.
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| SS.912.P.6.4 | Describe the role of sensitive and critical periods in development.
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| SS.912.P.6.5 | Discuss issues related to the end of life. Remarks: Topics may include, but are not limited to, role of culture, Hospice care.
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| SS.912.P.6.6 | Discuss theories of cognitive development. Remarks: Examples may include, but are not limited to, the theories of Jean Piaget, Erik Erikson, and Benjamin Spock.
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| SS.912.P.6.7 | Discuss theories of moral development.
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| SS.912.P.6.8 | Discuss theories of social development. Remarks: Examples may include, but are not limited to, the theories of Harry Harlow, Konrad Lorenz, Erik Erikson, and Sigmund Freud.
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| SS.912.P.6.9 | Describe physical development from conception through birth and identify influences on prenatal development. Remarks: Examples may include, but are not limited to, zygote, genes, embryo, fetus, and teratogens.
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| SS.912.P.6.10 | Describe newborns’ reflexes, temperament, and abilities. Remarks: Examples may include, but are not limited to, rooting reflex, grasping reflex, fetal alcohol syndrome.
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| SS.912.P.6.11 | Describe physical and motor development in infancy.
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| SS.912.P.6.12 | Describe how infant perceptual abilities and intelligence develop.
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| SS.912.P.6.13 | Describe the development of attachment and the role of the caregiver.
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| SS.912.P.6.14 | Describe the development of communication and language in infancy.
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| SS.912.P.6.15 | Describe physical and motor development in childhood.
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| SS.912.P.6.16 | Describe how memory and thinking ability develops in childhood.
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| SS.912.P.6.17 | Describe social, cultural, and emotional development through childhood. |
| SS.912.P.6.18 | Identify major physical changes in adolescence. Remarks: Examples may include, but are not limited to, primary sex characteristics and secondary sex characteristics. |
| SS.912.P.6.19 | Describe the development of reasoning and morality in adolescence. Remarks: Examples may include, but are not limited to, preconventional moral reasoning, conventional moral reasoning, and postconventional moral reasoning. |
| SS.912.P.6.20 | Describe identity formation in adolescence. Remarks: Examples may include, but are not limited to, experimentation, rebellion, “self”-ishness, optimism, and energy. |
| SS.912.P.6.21 | Discuss the role of family and peers in adolescent development. |
| SS.912.P.6.22 | Identify major physical changes associated with adulthood and aging. |
| SS.912.P.6.23 | Describe cognitive changes in adulthood and aging. Remarks: Examples may include, but are not limited to, memory, fluid intelligence, and crystallized intelligence. |
| SS.912.P.6.24 | Discuss social, cultural, and emotional issues in aging. Remarks: Examples may include, but are not limited to, achievement, affiliation, productivity, attachment, competence, and commitment. |
| BENCHMARK CODE | BENCHMARK |
| SS.912.P.7.1 | Describe the principles of classical conditioning. Remarks: Topics may include, but are not limited to, unconditioned stimulus, unconditioned response, conditioned stimulus, conditioned response, acquisition, extinction, and spontaneous recovery.
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| SS.912.P.7.2 | Describe clinical and experimental examples of classical conditioning.
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| SS.912.P.7.3 | Apply classical conditioning to everyday life.
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| SS.912.P.7.4 | Describe the Law of Effect.
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| SS.912.P.7.5 | Describe the principles of operant conditioning. Remarks: Topics may include, but are not limited to, Edward Thorndike, B.F. Skinner, reinforcement, punishment, positive reinforcement, and negative reinforcement, primary reinforcement, secondary reinforcement, and partial reinforcement.
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| SS.912.P.7.6 | Describe clinical and experimental examples of operant conditioning.
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| SS.912.P.7.7 | Apply operant conditioning to everyday life.
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| SS.912.P.7.8 | Describe the principles of observational and cognitive learning. Remarks: Examples may include, but are not limited to, Albert Bandura, modeling, attention, retention, replication, motivation, antisocial behavior, prosocial behavior.
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| SS.912.P.7.9 | Apply observational and cognitive learning to everyday life.
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| BENCHMARK CODE | BENCHMARK |
| SS.912.P.8.1 | Describe the structure and function of language. Remarks: Topics may include, but are not limited to, phoneme, morpheme, and grammar.
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| SS.912.P.8.2 | Discuss the relationship between language and thought.
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| SS.912.P.8.3 | Explain the process of language acquisition. Remarks: Topics may include, but are not limited to, Noam Chomsky, B. F. Skinner, babbling, one-word stage, two-word stage, association, imitation, and rewards.
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| SS.912.P.8.4 | Discuss how acquisition of a second language can affect language development and possibly other cognitive processes.
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| SS.912.P.8.5 | Evaluate the theories of language acquisition. Remarks: Examples may include, but are not limited to, environmental influences, neural networks, biological influences, nature and nurture, influence of culture, semantic slanting, name calling, and bilingualism.
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| SS.912.P.8.6 | Identify the brain structures associated with language. Remarks: Examples may include, but are not limited to, Broca’s area and Wernicke’s area.
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| SS.912.P.8.7 | Discuss how damage to the brain may affect language.
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| BENCHMARK CODE | BENCHMARK |
| SS.912.P.9.1 | Describe attributional explanations of behavior. |
| SS.912.P.9.2 | Describe the relationship between attitudes (implicit and explicit) and behavior. |
| SS.912.P.9.3 | Identify persuasive methods used to change attitudes. Remarks: Examples may include, but are not limited to, compliance, identification, internalization, emotion-based change. |
| SS.912.P.9.4 | Describe the power of the situation. Remarks: Examples may include, but are not limited to, the Zimbardo study and the Milgram study. |
| SS.912.P.9.5 | Describe effects of others’ presence on individuals’ behavior. Remarks: Examples may include, but are not limited to, altruism, the bystander effect, and Kitty Genovese. |
| SS.912.P.9.6 | Describe how group dynamics influence behavior. |
| SS.912.P.9.7 | Discuss how an individual influences group behavior. |
| SS.912.P.9.8 | Discuss the nature and effects of stereotyping, prejudice, and discrimination. |
| SS.912.P.9.9 | Describe determinants of prosocial behavior. Remarks: Examples may include, but are not limited to, genetic factors, social exchange theory, personal qualities, and situational determinants. |
| SS.912.P.9.10 | Discuss influences upon aggression and conflict. Remarks: Examples may include, but are not limited to, genetics, the nervous system, and biochemistry. |
| SS.912.P.9.11 | Discuss factors influencing attraction and relationships. Remarks: Examples may include, but are not limited to, proximity, physical attractiveness, and similarity. |
| BENCHMARK CODE | BENCHMARK |
| SS.912.CG.1.1 | Examine how intellectual influences in primary documents contributed to the ideas in the Declaration of Independence, the U.S. Constitution and the Bill of Rights. Clarifications: Clarification 1: Students will recognize the influence of the Judeo-Christian tradition, republicanism, the English Constitution and common Law, and the European Enlightenment in establishing the organic laws of the United States in primary documents (e.g., Magna Carta (1215); the Mayflower Compact (1620); the English Bill of Rights (1689); Common Sense (1776); Declaration of Independence (1776); the Constitution of Massachusetts (1780); the Articles of Confederation (1781); the Northwest Ordinance (1787); U.S. Constitution (1789)).
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| 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.
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| 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.
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| 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).
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| 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).
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| BENCHMARK CODE | BENCHMARK |
| 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).
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| 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).
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| 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.
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| 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).
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| 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).
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| 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.
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| 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).
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| 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).
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| 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.
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| SS.912.CG.2.10 | Analyze factors that contribute to voter turnout in local, state and national elections. Clarifications: Clarification 1: Students will explain trends in voter turnout. Clarification 2: Students will discuss attempts to increase voter turnout (e.g., get out the vote campaigns, social movements). Clarification 3: Students will explain how governmental action has affected voter participation (e.g., 15th, 19th and 26th Amendments; Jim Crow laws; poll tax; efforts to suppress voters).
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| 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.
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| 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.
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| 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.
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| BENCHMARK CODE | BENCHMARK |
| 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.
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| 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.
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| SS.912.CG.3.3 | Analyze the structures, functions and processes of the legislative branch as described in Article I of the U.S. Constitution. Clarifications: Clarification 1: Students will explain why Article I of the U.S. Constitution established a bicameral legislative body and how the House of Representatives functions differently from the Senate. Clarification 2: Students will identify the methods for determining the number of members in the House of Representatives and the Senate. Clarification 3: Students will identify and describe the “enumerated powers” delegated to Congress (e.g., assess taxes, borrow money, declare war, make laws). Clarification 4: Students will analyze the role of the legislative branch in terms of its relationship with the judicial and executive branch of the government. Clarification 5: Students will describe constitutional amendments that changed the role of Congress from its original description in Article I of the U.S. Constitution (i.e., 10th, 14th, 16th, 17th and 27th Amendments).
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| SS.912.CG.3.4 | Analyze the structures, functions and processes of the executive branch as described in Article II of the U.S. Constitution. Clarifications: Clarification 1: Students will explain the qualifications one must have to seek the office of president and the process of presidential elections. Clarification 2: Students will explain different presidential responsibilities outlined in Article II (e.g., receiving foreign heads of state, delivering the State of the Union address, carrying out faithful execution of the law). Clarification 3: Students will examine the role of the executive branch in terms of its relationship with the judicial and legislative branches of the government. Clarification 4: Students will describe constitutional amendments (i.e., 12th, 20th, 22nd and 25th) that have changed the role of the executive branch from its original description in Article II. Clarification 5: Students will describe the impeachment process.
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| SS.912.CG.3.5 | Describe how independent regulatory agencies interact with the three branches of government and with citizens. Clarifications: Clarification 1: Students will identify independent regulatory agencies (e.g., Federal Communications Commission, Federal Election Commission, National Labor Relations Board) and explain their purpose and effect. Clarification 2: Students will describe the advantages and disadvantages of delegating power to independent regulatory agencies.
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| 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.
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| SS.912.CG.3.7 | Analyze the structures, functions and processes of the judicial branch as described in Article III of the U.S. Constitution.. Clarifications: Clarification 1: Students will examine the role of the judicial branch in terms of its relationship with the legislative and executive branches of the government. Clarification 2: Students will describe the role of the Supreme Court and lesser federal courts. Clarification 3: Students will explain what Article III says about judicial tenure, appointment and salaries. Clarification 4: Students will describe the powers delegated to the courts by Article III including, but not limited to, treason, jurisdiction and trial by jury.
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| SS.912.CG.3.8 | Describe the purpose and function of judicial review in the American constitutional government. Clarifications: Clarification 1: Students will examine the role of district courts, the courts of appeals and the Supreme Court in the judicial review process. Clarification 2: Students will explain the relationship between the concept of judicial review and the language of the Supremacy Clause in Article VI of the U.S. Constitution.
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| SS.912.CG.3.9 | Compare the role of state and federal judges with other elected officials. Clarifications: Clarification 1: Students will compare the ways state and federal judges are appointed compared to other elected officials. Clarification 2: Students will distinguish the qualifications needed for a judge at the state or federal level versus other elected officials. Clarification 3: Students will compare the decision-making process of judges compared to other political figures.
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| SS.912.CG.3.10 | Analyze the levels and responsibilities of state and federal courts. Clarifications: Clarification 1: Students will describe what Article III of the U.S. Constitution states about the relationship between state and federal courts. Clarification 2: Students will recognize the role of the Federal Judiciary Act of 1789 in establishing the structure and jurisdiction of the federal court system. Clarification 3: Students will contrast the differences among civil trials and criminal trials at the state level. Clarification 4: Students will describe the relationship among the Supreme Court, federal appellate courts and federal district courts (e.g., Erie Doctrine, Rooker-Feldman Doctrine).
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| 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.
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| 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).
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| SS.912.CG.3.13 | Explain how issues between Florida, other states and the national government are resolved. Clarifications: Clarification 1: Students will explain the concept of federalism as it applies to each issue. Clarification 2: Students will use historical and issue-based scenarios to demonstrate understanding of how disputes between Florida, other states and the national government are resolved (e.g., water rights arguments between Florida and Georgia, national and state conflict over rights to adjacent waters and seabeds, civil rights).
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| SS.912.CG.3.14 | Explain the judicial decision-making process in interpreting law at the state and national levels. Clarifications: Clarification 1: Students will explain the role of the U.S. Constitution in interpreting law at the state and national levels. Clarification 2: Students will explain the process used by judges at the state and national levels when making a decision or writing summary opinions. Clarification 3: Students will incorporate language from the U.S. Constitution or court briefs to justify a legal decision when interpreting state or national law.
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| 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.
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| BENCHMARK CODE | BENCHMARK |
| 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.
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| 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.
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| 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.
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| SS.912.CG.4.4 | Identify indicators of democratization in foreign countries. Clarifications: Clarification 1: 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.
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| BENCHMARK CODE | BENCHMARK |
| SS.912.S.1.1 | Discuss the development of the field of sociology as a social science.
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| SS.912.S.1.2 | Identify early leading theorists within social science. Remarks: Examples may include, but are not limited to, Auguste Comte, Emile Durkheim, Herbert Spencer, Max Weber, C. Wright Mills, and Karl Marx.
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| SS.912.S.1.3 | Compare sociology with other social science disciplines.
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| SS.912.S.1.4 | Examine changing points of view of social issues, such as poverty, crime and discrimination.
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| SS.912.S.1.5 | Evaluate various types of sociologic research methods.
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| SS.912.S.1.6 | Distinguish fact from opinion in data sources to analyze various points of view about a social issue.
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| SS.912.S.1.7 | Determine cause-and-effect relationship issues among events as they relate to sociology.
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| 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.
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| SS.912.S.1.9 | Develop a working definition of sociology that has personal application.
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| BENCHMARK CODE | BENCHMARK |
| SS.912.S.2.1 | Define the key components of a culture, such as knowledge, language and communication, customs, values, norms, and physical objects.
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| SS.912.S.2.2 | Explain the differences between a culture and a society.
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| SS.912.S.2.3 | Recognize the influences of genetic inheritance and culture on human behavior.
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| SS.912.S.2.4 | Give examples of subcultures and describe what makes them unique.
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| SS.912.S.2.5 | Compare social norms among various subcultures.
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| SS.912.S.2.6 | Identify the factors that promote cultural diversity within the United States.
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| SS.912.S.2.7 | Explain how various practices of the culture create differences within group behavior.
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| SS.912.S.2.8 | Compare and contrast different types of societies, such as hunting and gathering, agrarian, industrial, and post-industrial.
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| SS.912.S.2.9 | Prepare original written and oral reports and presentations on specific events, people or historical eras.
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| SS.912.S.2.10 | Identify both rights and responsibilities the individual has to the group.
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| SS.912.S.2.11 | Demonstrate democratic approaches to managing disagreements and resolving conflicts within a culture. Remarks: Examples may include, but are not limited to, persuasion, compromise, debate, and negotiation.
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| SS.912.S.2.12 | Compare and contrast ideas about citizenship and cultural participation from the past with those of the present community.
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| BENCHMARK CODE | BENCHMARK |
| SS.912.S.3.1 | Describe how social status affects social order. Remarks: Examples may include, but are not limited to, upper class, middle class, lower class, professional, blue collar, and unemployed.
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| SS.912.S.3.2 | Explain how roles and role expectations can lead to role conflict. Remarks: Examples may include, but are not limited to, gender roles, age, racial and ethnic groups within different societies.
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| SS.912.S.3.3 | Examine and analyze various points of view relating to historical and current events.
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| BENCHMARK CODE | BENCHMARK |
| SS.912.S.4.1 | Describe how individuals are affected by the different social groups to which they belong.
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| SS.912.S.4.2 | Identify major characteristics of social groups familiar to the students.
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| SS.912.S.4.3 | Examine the ways that groups function, such as roles, interactions and leadership.
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| SS.912.S.4.4 | Discuss the social norms of at least two groups to which the student belongs.
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| SS.912.S.4.5 | Analyze what can occur when the rules of behavior are broken and analyze the possible consequences for unacceptable behavior.
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| 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.
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| SS.912.S.4.7 | Discuss the concept of deviance and how society discourages deviant behavior using social control.
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| SS.912.S.4.8 | Explain how students are members of primary and secondary groups and how those group memberships influence students’ behavior.
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| SS.912.S.4.9 | Discuss how formal organizations influence behavior of their members. Remarks: Examples may include, but are not limited to, churches, synagogues, and mosques, political parties, and fraternal organizations.
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| SS.912.S.4.10 | Distinguish the degree of assimilation that ethnic, cultural, and social groups achieve with the United States culture. Remarks: Examples may include, but are not limited to, forced vs. voluntary assimilations, association with different groups, interaction within a cultural community, adaptation within families due to education.
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| SS.912.S.4.11 | Discuss how humans interact in a variety of social settings.
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| SS.912.S.4.12 | Determine the cultural patterns of behavior within such social groups as rural/urban or rich/poor.
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| SS.912.S.4.13 | Investigate and compare the ideas about citizenship and cultural participation of social groups from the past with those of the present community.
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| BENCHMARK CODE | BENCHMARK |
| SS.912.S.5.1 | Identify basic social institutions and explain their impact on individuals, groups and organizations within society and how they transmit the values of society. Remarks: Examples may include, but are not limited to, familial, religious, educational, economic, and political institutions.
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| SS.912.S.5.2 | Discuss the concept of political power and factors that influence political power. Remarks: Examples may include, but are not limited to, social class, racial and ethnic group memberships, cultural group, gender, and age.
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| SS.912.S.5.3 | Discuss how societies recognize rites of passage. Remarks: Examples may include, but are not limited to, Baptism or other religious ceremonies, school prom, graduation, marriage, and retirement.
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| SS.912.S.5.4 | Investigate stereotypes of the various United States subcultures, such as “American Indian,” “American cowboys,” teenagers,” “Americans,” “gangs,” and “hippies,” from a world perspective.
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| SS.912.S.5.5 | Define ethnocentrism and explain how it can be beneficial or destructive to a culture.
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| SS.912.S.5.6 | Identify the factors that influence change in social norms over time.
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| SS.912.S.5.7 | Use various resources to interpret information about cultural life in the United States and other world cultures, both in the past and today.
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| SS.912.S.5.8 | Analyze the primary and secondary groups common to different age groups in society.
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| SS.912.S.5.9 | Conduct research and analysis on an issue associated with social structure or social institutions.
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| SS.912.S.5.10 | Identify both rights and responsibilities the individual has to primary and secondary groups.
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| SS.912.S.5.11 | Demonstrate democratic approaches to managing disagreements and solving conflicts within a social institution. Remarks: Examples may include, but are not limited to, persuasion, compromise, debate, and negotiation.
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| SS.912.S.5.12 | Explain how roles and role expectations can lead to role conflict.
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| BENCHMARK CODE | BENCHMARK |
| SS.912.S.6.1 | Describe how and why societies change over time.
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| SS.912.S.6.2 | Examine various social influences that can lead to immediate and long-term changes. Remarks: Examples may include, but are not limited to, natural and man-made disasters, spatial movement of people, technology, urbanization, industrialization, immigration, war, challenge to authority, laws, diffusion of cultural traits, discrimination, discoveries and inventions, and scientific exploration.
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| SS.912.S.6.3 | Describe how collective behavior can influence and change society. Remarks: Examples may include, but are not limited to, a rise in crime leading to community curfews, organized protests leading to governmental change in policy.
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| SS.912.S.6.4 | Examine how technological innovations and scientific discoveries have influenced major social institutions.
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| SS.912.S.6.5 | Discuss how social interactions and culture could be affected in the future due to innovations in science and technological change.
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| SS.912.S.6.6 | Describe how the role of the mass media has changed over time and project what changes might occur in the future.
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| SS.912.S.6.7 | Distinguish major differences between social movements and collective behavior with examples from history and the contemporary world. Remarks: Examples may include, but are not limited to, the March on Washington (1963) vs. 1960s race riots.
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| SS.912.S.6.8 | Investigate the consequences in society as result of changes.
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| SS.912.S.6.9 | Trace the development of the use of a specific type of technology in the community. Remarks: Examples may include, but are not limited to, access to computers at school and home, and cellular phones.
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| SS.912.S.6.10 | Propose a plan to improve a social structure, and design the means needed to implement the change.
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| SS.912.S.6.11 | Cite examples of the use of technology in social research.
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| SS.912.S.6.12 | Evaluate a current issue that has resulted from scientific discoveries and/or technological innovations.
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| BENCHMARK CODE | BENCHMARK |
| SS.912.S.7.1 | Identify characteristics of a “social” problem, as opposed to an “individual” problem.
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| SS.912.S.7.2 | Describe how social problems have changed over time. Remarks: Examples may include, but are not limited to, juvenile delinquency, crime, poverty, and discrimination.
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| SS.912.S.7.3 | Explain how patterns of behavior are found with certain social problems. Remarks: Examples may include, but are not limited to, juvenile offenses, such as gang membership, crime, sexual behavior, and teen pregnancy, are found in the histories of adult criminals.
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| SS.912.S.7.4 | Discuss the implications of social problems for society. Remarks: Examples may include, but are not limited to, drug addiction, child abuse, school dropout rates, and unemployment.
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| SS.912.S.7.5 | Examine how individual and group responses are often associated with social problems. Remarks: Examples may include, but are not limited to, “But everyone else is doing it” and “If I ignore it, it will go away.”
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| SS.912.S.7.6 | Evaluate possible solutions to resolving social problems and the consequences that might result from those solutions.
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| SS.912.S.7.7 | Survey local agencies involved in addressing social problems to determine the extent of the problems in the local community.
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| SS.912.S.7.8 | Design and carry out school- and community-based projects to address a local aspect of a social problem.
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| BENCHMARK CODE | BENCHMARK |
| SS.912.S.8.1 | Describe traditions, roles, and expectations necessary for a community to continue.
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| SS.912.S.8.2 | Describe how collective behavior (working in groups) can influence and change society. Use historical and contemporary examples to define collective behavior.
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| SS.912.S.8.3 | Discuss theories that attempt to explain collective behavior. Remarks: Examples may include, but are not limited to, contagion theory and convergence theory.
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| SS.912.S.8.4 | Define a social issue to be analyzed.
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| SS.912.S.8.5 | Examine factors that could lead to the breakdown and disruption of an existing community.
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| SS.912.S.8.6 | Discuss the impact of leaders of different social movements. Remarks: Examples may include, but are not limited to, Gandhi, Hitler, Martin Luther King, Jr., and Susan B. Anthony.
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| SS.912.S.8.7 | Define propaganda and discuss the methods of propaganda and discuss the methods of propaganda used to influence social behavior. Remarks: Examples may include, but are not limited to, news media and advertisements.
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| SS.912.S.8.8 | Discuss both the benefits and social costs of collective behavior in society.
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| SS.912.S.8.9 | Identify a community social problem and discuss appropriate actions to address the problem.
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| SS.912.S.8.10 | Investigate how incorrect communications, such as rumors or gossip, can influence group behavior. Remarks: Examples may include, but are not limited to, Orson Welles “The War of the Worlds” radio broadcast, and rumors in the mass media, on the internet, or in the community.
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| BENCHMARK CODE | BENCHMARK |
| SS.912.FL.1.1 | Discuss that people choose jobs or careers for which they are qualified based on non-income factors, such as job satisfaction, independence, risk, family, or location. Remarks: Identify non-income factors that influence career or job choice by interviewing three individuals who work at different jobs.
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| SS.912.FL.1.2 | 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. Remarks: Explain how people’s willingness to wait or plan for the future affects their decision to get more education or job training in a dynamic and changing labor market. Speculate how a high school student might assess the future benefits of going to college, and describe how that assessment will affect the student’s decision to attend college.
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| SS.912.FL.1.3 | Evaluate ways people can make more informed education, job, or career decisions by evaluating the benefits and costs of different choices. Remarks: Compare the benefits and costs of a college education to those of a technical school. Compare the unemployment rates of workers with different levels of education.
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| SS.912.FL.1.4 | Analyze the reasons why the wage or salary paid to workers in jobs is usually determined by the labor market and that businesses are generally willing to pay more productive workers higher wages or salaries than less productive workers. Remarks: Explain why wages or salaries vary among workers in different types of jobs and among workers in the same jobs. Discuss why the productivity of workers is important to businesses.
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| SS.912.FL.1.5 | Discuss reasons why changes in economic conditions or the labor market can cause changes in a worker’s income or may cause unemployment. Remarks: Explain how an increase in the demand for mobile applications might impact the wages paid to software developers. Explain the effects of a recession on the unemployment rate.
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| SS.912.FL.1.6 | Explain that taxes are paid to federal, state, and local governments to fund government goods and services and transfer payments from government to individuals and that the major types of taxes are income taxes, payroll (Social Security) taxes, property taxes, and sales taxes. Remarks: Calculate the amount of taxes a person is likely to pay when given information or data about the person’s sources of income and amount of spending. Identify which level of government receives the tax revenue for a particular tax and describe what is done with the tax revenue.
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| SS.912.FL.1.7 | Discuss how people’s sources of income, amount of income, as well as the amount and type of spending affect the types and amounts of taxes paid. Remarks: Investigate the tax rates on different sources of income and on different types of goods that are purchased.
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| BENCHMARK CODE | BENCHMARK |
| SS.912.FL.2.1 | Compare consumer decisions as they are influenced by the price of a good or service, the price of alternatives, and the consumer’s income as well as his or her preferences. Remarks: Write scenarios explaining how an individual’s decision to buy athletic shoes may have been influenced by various factors.
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| SS.912.FL.2.2 | Analyze situations in which when people consume goods and services, their consumption can have positive and negative effects on others. Remarks: Explain the positive or negative impacts of an activity such as smoking cigarettes or attending school, etc., might have on other individuals and the community.
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| SS.912.FL.2.3 | Discuss that when buying a good, consumers may consider various aspects of the product including the product’s features. Explain why for goods that last for a longer period of time, the consumer should consider the product’s durability and maintenance costs. Remarks: Explain the factors that a consumer who is buying an automobile should consider before making a choice.
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| SS.912.FL.2.4 | Describe ways that consumers may be influenced by how the price of a good is expressed. Remarks: Write a paragraph explaining why a store might advertise the price of a flat screen TV expressed as an amount per day or week rather than the actual full price. List different ways retailers use to express the prices of their products.
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| SS.912.FL.2.5 | Discuss ways people incur costs and realize benefits when searching for information related to their purchases of goods and services and describe how the amount of information people should gather depends on the benefits and costs of the information. Remarks: Write a newspaper column, “Tips for Consumers,” explaining why searching for information may be more important when purchasing expensive, durable goods and services than for inexpensive and nondurable products. Include an explanation of how impulse buying can be avoided by sleeping on a decision before making a big purchase.
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| SS.912.FL.2.6 | Explain that people may choose to donate money to charitable organizations and other not-for-profits because they gain satisfaction from donating. Remarks: Brainstorm a list of charitable organizations that are operating in the students’ community. For each organization, list a possible reason that a donor might want to give to that charitable organization.
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| SS.912.FL.2.7 | Examine governments establishing laws and institutions to provide consumers with information about goods or services being purchased and to protect consumers from fraud. Remarks: Draft a complaint letter to an appropriate firm or agency about a problem the consumer has encountered with a purchase.
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| BENCHMARK CODE | BENCHMARK |
| SS.912.FL.3.1 | Discuss the reasons why some people have a tendency to be impatient and choose immediate spending over saving for the future. Remarks: Identify instances in their lives where they decided to buy something immediately and then wished they had instead saved the money for future purchases.
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| SS.912.FL.3.2 | Examine the ideas that inflation reduces the value of money, including savings, that the real interest rate expresses the rate of return on savings, taking into account the effect of inflation and that the real interest rate is calculated as the nominal interest rate minus the rate of inflation. Remarks: Explain why savers expect a higher nominal interest rate when inflation is expected to be high.
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| SS.912.FL.3.3 | Compare the difference between the nominal interest rate which tells savers how the dollar value of their savings or investments will grow, and the real interest rate which tells savers how the purchasing power of their savings or investments will grow. Remarks: Given the nominal interest rate and the rate of inflation over the course of one year, explain what will happen to the purchasing power of savings.
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| SS.912.FL.3.4 | Describe ways that money received (or paid) in the future can be compared to money held today by discounting the future value based on the rate of interest. Remarks: Use spreadsheet software to calculate the amount a 10-year-old would need to save today in order to pay for one year of college tuition eight years from now.
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| SS.912.FL.3.5 | Explain ways that government agencies supervise and regulate financial institutions to help protect the safety, soundness, and legal compliance of the nation’s banking and financial system. Remarks: : Explain the role that government agencies charged with regulating financial institutions play in helping to protect the safety, soundness, and legal compliance of the nation’s banking system. These agencies include the Federal Reserve System, the Office of the Comptroller of the Currency, the Consumer Financial Protection Bureau, the FDIC, and state banking departments.
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| SS.912.FL.3.6 | Describe government policies that create incentives and disincentives for people to save. Remarks: Explain why traditional IRAs (individual retirement accounts), Roth IRAs, and educational savings accounts provide incentives for people to save.
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| SS.912.FL.3.7 | Explain how employer benefit programs create incentives and disincentives to save and how an employee’s decision to save can depend on how the alternatives are presented by the employer. Remarks: Explain why matches of retirement savings by employers substantially change the incentives for employees to save. Explain why having employees “opt out” of savings programs results in a higher level of saving than having them “opt in.”
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| BENCHMARK CODE | BENCHMARK |
| SS.912.FL.4.1 | Discuss ways that consumers can compare the cost of credit by using the annual percentage rate (APR), initial fees charged, and fees charged for late payment or missed payments. Remarks: Use the APR, initial fees, late fees, nonpayment fees, and other relevant information to compare the cost of credit from various sources for the purchase of a product.
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| SS.912.FL.4.2 | Discuss that banks and financial institutions sometimes compete by offering credit at low introductory rates, which increase after a set period of time or when the borrower misses a payment or makes a late payment. Remarks: Explain why a bank may offer low-rate introductory credit offers.
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| SS.912.FL.4.3 | Explain that loans can be unsecured or secured with collateral, that collateral is a piece of property that can be sold by the lender to recover all or part of a loan if the borrower fails to repay. Explain why secured loans are viewed as having less risk and why lenders charge a lower interest rate than they charge for unsecured loans.
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| SS.912.FL.4.4 | Describe why people often make a cash payment to the seller of a good—called a down payment—in order to reduce the amount they need to borrow. Describe why lenders may consider loans made with a down payment to have less risk because the down payment gives the borrower some equity or ownership right away and why these loans may carry a lower interest rate. Remarks: Explain how a down payment reduces the total amount financed and why this reduces the monthly payment and/or the length of the loan. Explain why a borrower who has made a down payment has an incentive to repay a loan or make payments on time.
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| SS.912.FL.4.5 | Explain that lenders make credit decisions based in part on consumer payment history. Credit bureaus record borrowers’ credit and payment histories and provide that information to lenders in credit reports. Remarks: List factors from an individual’s credit history or credit application that may cause a lender to deny credit. Explain what credit bureaus do.
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| SS.912.FL.4.6 | Discuss that lenders can pay to receive a borrower’s credit score from a credit bureau and that a credit score is a number based on information in a credit report and assesses a person’s credit risk. Remarks: Explain the concept of a credit score and what it indicates about a borrower. Explain why certain factors, such as having many credit cards with large lines of credit and large balances, might hurt a credit score.
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| SS.912.FL.4.7 | Describe that, in addition to assessing a person’s credit risk, credit reports and scores may be requested and used by employers in hiring decisions, landlords in deciding whether to rent apartments, and insurance companies in charging premiums. Remarks: Provide two examples of how having a good credit score can benefit a person financially. Explain why employers find it useful to hire someone with a better credit score.
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| SS.912.FL.4.8 | Examine the fact that failure to repay a loan has significant consequences for borrowers such as negative entries on their credit report, repossession of property (collateral), garnishment of wages, and the inability to obtain loans in the future. Remarks: Write a scenario about the future opportunities a person can lose by failing to repay loans as agreed.
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| SS.912.FL.4.9 | Explain that consumers who have difficulty repaying debt can seek assistance through credit counseling services and by negotiating directly with creditors. Remarks: Identify the costs and benefits associated with using different credit counseling services.
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| SS.912.FL.4.10 | Analyze the fact that, in extreme cases, bankruptcy may be an option for consumers who are unable to repay debt, and although bankruptcy provides some benefits, filing for bankruptcy also entails considerable costs, including having notice of the bankruptcy appear on a consumer’s credit report for up to 10 years. Remarks: Investigate the costs of bankruptcy by examining the bankruptcy laws in Florida.
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| SS.912.FL.4.11 | Explain that people often apply for a mortgage to purchase a home and identify a mortgage is a type of loan that is secured by real estate property as collateral. Remarks: Predict what might happen should a homeowner fail to make his or her mortgage payments.
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| SS.912.FL.4.12 | Discuss that consumers who use credit should be aware of laws that are in place to protect them and that these include requirements to provide full disclosure of credit terms such as APR and fees, as well as protection against discrimination and abusive marketing or collection practices. Remarks: Explain why it is important that consumers have full information about loans. Explain the information on a credit disclosure statement.
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| SS.912.FL.4.13 | Explain that consumers are entitled to a free copy of their credit report annually so that they can verify that no errors were made that might increase their cost of credit. Remarks: Explain why it is important to check the accuracy of the information recorded on a credit report and know what steps to take to correct errors on credit reports.
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| BENCHMARK CODE | BENCHMARK |
| SS.912.FL.5.1 | Compare the ways that federal, state, and local tax rates vary on different types of investments. Describe the taxes effect on the after-tax rate of return of an investment. Remarks: Given tax rates and inflation rates, calculate the real, after-tax rates of return for groups of stocks and bonds.
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| SS.912.FL.5.2 | Explain how the expenses of buying, selling, and holding financial assets decrease the rate of return from an investment. Remarks: Identify and compare the administrative costs of several mutual funds and estimate the differences in the total amount accumulated after 10 years for each mutual fund, assuming identical market performance.
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| SS.912.FL.5.3 | Discuss that buyers and sellers in financial markets determine prices of financial assets and therefore influence the rates of return on those assets. Remarks: Predict what will happen to the price and rate of return on a bond if buyers believe that the bond has increased in risk.
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| SS.912.FL.5.4 | Explain that an investment with greater risk than another investment will commonly have a lower market price, and therefore a higher rate of return, than the other investment. Remarks: Explain why the expected rate of return on a “blue chip” stock is likely to be lower than that of an Internet start-up company.
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| SS.912.FL.5.5 | Explain that shorter-term investments will likely have lower rates of return than longer-term investments. Remarks: Explain how markets will determine the rates of return for two bonds if one is a long-term bond and the other a short-term bond, assuming each bond pays the same rate of interest.
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| SS.912.FL.5.6 | Describe how diversifying investments in different types of financial assets can lower investment risk. Remarks: Compare the risk faced by two investors, both of whom own two businesses on a beach. One investor owns a suntan lotion business and a rain umbrella business. The other investor owns two suntan lotion businesses. Explain why a financial advisor might encourage a client to include stocks, bonds, and real estate assets in his or her portfolio.
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| SS.912.FL.5.7 | Describe how financial markets adjust to new financial news and that prices in those markets reflect what is known about those financial assets. Remarks: Explain how prices of financial investments can adjust when given specific news about a company’s or industry’s future profitability.
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| SS.912.FL.5.8 | Discuss ways that the prices of financial assets are affected by interest rates and explain that the prices of financial assets are also affected by changes in domestic and international economic conditions, monetary policy, and fiscal policy. Remarks: Give an example of a change in interest rates affecting the current value of a financial asset that pays returns in the future. Explain why the current value increases when interest rates fall. Explain how a change in economic growth might change the value of a stock held by an investor.
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| SS.912.FL.5.9 | Examine why investors should be aware of tendencies that people have that may result in poor choices, which may include avoiding selling assets at a loss because they weigh losses more than they weigh gains and investing in financial assets with which they are familiar, such as their own employer’s stock or domestic rather than international stocks. Remarks: Explain why investors may sell stocks that have gained in value, but hold ones that have lost value. Explain why this may not make sense. Identify an example of why an investor may have a bias toward familiar investments and why this may or may not be a rational decision.
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| SS.912.FL.5.10 | Explain that people vary in their willingness to take risks because the willingness to take risks depends on factors such as personality, income, and family situation. Remarks: Explain how the portfolio of a retiree might differ from that of a young, single person.
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| SS.912.FL.5.11 | Describe why an economic role for a government may exist if individuals do not have complete information about the nature of alternative investments or access to competitive financial markets. Remarks: Explain why it is important for individuals to have accurate information about a company’s sales and profits when investing in that company.
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| SS.912.FL.5.12 | Compare the Securities and Exchange Commission (SEC), the Federal Reserve, and other government agencies that regulate financial markets. Remarks: Conduct research to learn about the SEC or the Federal Reserve and identify their roles in regulating financial markets.
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| SS.912.FL.6.1 | Describe how individuals vary with respect to their willingness to accept risk and why most people are willing to pay a small cost now if it means they can avoid a possible larger loss later. Remarks: Discuss whether or not a premium paid to insure against an accident that never happens is wasted.
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| SS.912.FL.6.2 | Analyze how judgment regarding risky events is subject to errors because people tend to overestimate the probability of infrequent events, often because they’ve heard of or seen a recent example. Remarks: Discuss how an extended warranty on a consumer product is like insurance. Evaluate the cost-effectiveness of extended warranties on three consumer products: a new automobile, a smart phone, and a dishwasher, considering the likelihood that the product will fail, the cost of replacing the item, and the price of the warranty.
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| SS.912.FL.6.3 | Describe why people choose different amounts of insurance coverage based on their willingness to accept risk, as well as their occupation, lifestyle, age, financial profile, and the price of insurance. Remarks: Given hypothetical profiles for three types of individuals who differ with respect to occupation, age, lifestyle, marital status, and financial profile, assess the types and levels of personal financial risk faced by each and make recommendations for appropriate insurance.
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| SS.912.FL.6.4 | Explain that people may be required by governments or by certain types of contracts (e.g., home mortgages) to purchase some types of insurance. Remarks: Explain why homeowners insurance is required by a lender when a homeowner takes out a mortgage. Investigate Florida’s regulations regarding the amount of auto insurance that drivers are required to purchase as well as federal health insurance regulations.
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| SS.912.FL.6.5 | Describe how an insurance contract can increase the probability or size of a potential loss because having the insurance results in the person taking more risks, and that policy features such as deductibles and copayments are cost-sharing features that encourage the policyholder to take steps to reduce the potential size of a loss (claim). Remarks: Given an accident scenario, calculate the amount that would be paid on an insurance claim after applying exclusions and deductibles.
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| SS.912.FL.6.6 | Explain that people can lower insurance premiums by behaving in ways that show they pose a lower risk. Remarks: Explain why taking a safe-driving course can lower an auto insurance premium and why not smoking can lower the health insurance premium.
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| SS.912.FL.6.7 | Compare the purposes of various types of insurance, including that health insurance provides for funds to pay for health care in the event of illness and may also pay for the cost of preventative care; disability insurance is income insurance that provides funds to replace income lost while an individual is ill or injured and unable to work; property and casualty insurance pays for damage or loss to the insured’s property; life insurance benefits are paid to the insured’s beneficiaries in the event of the policyholder’s death. Remarks: Compare the coverage and costs of hypothetical plans for a set of scenarios for various types of insurance.
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| SS.912.FL.6.8 | Discuss the fact that, in addition to privately purchased insurance, some government benefit programs provide a social safety net to protect individuals from economic hardship created by unexpected events. Remarks: Describe examples of government transfer programs that compensate for unexpected losses, including Social Security Disability benefits, Medicare, Medicaid, unemployment insurance, and workers’ compensation.
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| SS.912.FL.6.9 | Explain that loss of assets, wealth, and future opportunities can occur if an individual’s personal information is obtained by others through identity theft and then used fraudulently, and that by managing their personal information and choosing the environment in which it is revealed, individuals can accept, reduce, and insure against the risk of loss due to identity theft. Remarks: Describe problems that can occur when an individual is a victim of identity theft. Give specific examples of how online transactions, online banking, email scams, and telemarketing calls can make consumers vulnerable to identity theft. Describe the conditions under which individuals should and should not disclose their Social Security number, account numbers, or other sensitive personal information.
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| SS.912.FL.6.10 | Compare federal and state regulations that provide some remedies and assistance for victims of identity theft. Remarks: Recommend actions a victim of identity theft should take to limit losses and restore personal security.
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| SS.912.HE.1.1 | Define the Holocaust as the planned and systematic state-sponsored persecution and murder of European Jews by Nazi Germany and its collaborators between 1933 and 1945. Clarifications: Clarification 1: Students will explain why the Holocaust is history’s most extreme example of antisemitism.
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| SS.912.HE.1.2 | Analyze how the Nazi regime utilized and built on historical antisemitism to create a common enemy of the Jews. Clarifications: Clarification 1: Students will explain the origins of antisemitism and trace it from the Ancient World through the twenty-first century (e.g., Pagan, Christian, Muslim, Middle Ages, Modern era). Clarification 2: Students will explain the political, social and economic applications of antisemitism that led to the organized pogroms against Jewish people. Clarification 3: Students will examine propaganda (e.g., the Protocols of the Elders of Zion; The Poisonous Mushroom) that was and still is utilized against Jewish people both in Europe and around the world.
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| SS.912.HE.1.3 | Analyze how the Treaty of Versailles was a causal factor leading the rise of the Nazis, and how the increasing spread of antisemitism was manipulated to the Nazis’ advantage. Clarifications: Clarification 1: Students will explain how the Nazis used antisemitism to foment hate and create a shared enemy in order to gain power prior to World War II. Clarification 2: Students will explain how events during the Weimar Republic led to the rise of Nazism (e.g., Dolchstoss, Ruhr Crisis, hyperinflation, the Great Depression, unemployment, the 1920’s Nazi platform, the Dawes Plan, the Golden Age, the failure of the Weimar Republic). Clarification 3: Students will recognize German culpability, reparations and military downsizing as effects of the Treaty of Versailles.
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| SS.912.HE.1.4 | Explain how the National Socialist German Workers’ Party, or Nazi Party, grew into a mass movement and gained and maintained power in Germany through totalitarian means from 1933 to 1945 under the leadership of Adolf Hitler. Clarifications: Clarification 1: Students will compare Germany’s political parties and their system of proportional representation in national elections from 1920 to 1932. Clarification 2: Students will explain how the Sturmabteilung (SA), the Schutzstaffel (SS), the Wehrmacht, the Gestapo and Hitler’s inner circle helped him gain and maintain power after 1933. Clarification 3: Students will explain how the following contributed to Hitler’s rise to power: Adolf Hitler’s Munich Beer Hall Putsch, Hitler’s arrest and trial, Mein Kampf, the Reichstag fire, the Enabling Act, the Concordat of 1933, the Night of the Long Knives (the Rohm Purge), Hindenburg’s death and Hitler as Fuhrer.
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| SS.912.HE.1.5 | Describe how the Nazis utilized various forms of propaganda to indoctrinate the German population. Clarifications: Clarification 1: Students will explain how opposing views were eliminated (e.g., book burnings, censorship, state control over the media). Clarification 2: Students will explain how identification, legal status, economic status and pseudoscience supported propaganda that was used to perpetuate the Nazi ideology of the “Master Race.”
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| SS.912.HE.1.6 | Examine how the Nazis used education and youth programs to indoctrinate young people into the Nazi ideology. Clarifications: Clarification 1: Students will explain the impact of the Hitler Youth Program and Band of German Maidens (German: Bund Deutscher Mädel). Clarification 2: Students will examine how the Nazis used the public education system to indoctrinate youth and children. Clarification 3: Students will explain how Nazi ideology supplanted prior beliefs.
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| SS.912.HE.1.7 | Explain what is meant by “the Aryan Race” and why this terminology was used. Clarifications: Clarification 1: Students will compare the meaning of Aryan to the Nazi meaning of Aryan Race. Clarification 2: Students will explain how the Nazis used propaganda, pseudoscience and the law to transform Judaism from a religion to a race. Clarification 3: Students will examine the manipulation of the international community to obtain the votes to host the 1936 Olympics and how the Berlin Games were utilized as propaganda for Nazi ideology to bolster the “superiority” of the Aryan race. Clarification 4: Students will explain how eugenics, scientific racism and Social Darwinism provided a foundation for Nazi racial beliefs.
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| SS.912.HE.2.1 | Describe how the life of Jews deteriorated under the Third Reich and the Nuremberg Laws in Germany and its annexed territories (e.g., the Rhineland, Sudetenland, Austria) from 1933 to 1938. Clarifications: Clarification 1: Students will analyze the Nuremberg Laws and describe their effects. Clarification 2: Students will explain how the Nazis used birth records, religious symbols and practices to identify and target Jews.
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| SS.912.HE.2.2 | Analyze the causes and effects of Kristallnacht and how it became a watershed event in the transition from targeted persecution and anti-Jewish policy to open, public violence against Jews in Nazi-controlled Europe. Clarifications: Clarification 1: Students will understand the reasons for Herschel Grynszpan’s actions at the German embassy in Paris and how the assassination of Ernst vom Rath was a pretext used by the Nazis for Kristallnacht. Clarification 2: Students will describe the different types of persecution that were utilized during Kristallnacht, both inside and outside Germany. Clarification 3: Students will analyze the effects of Kristallnacht on European and world Jewry using primary sources (e.g., newspapers, images, video, survivor testimony). Clarification 4: Students will analyze the effects of Kristallnacht on the international community using primary sources (e.g., newspapers, images, video, survivor testimony).
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| SS.912.HE.2.3 | Analyze Hitler’s motivations for the annexations of Austria and the Sudetenland, and the invasion of Poland. Clarifications: Clarification 1: Students will define the term lebensraum, or living space, as an essential piece of Nazi ideology and explain how it led to territorial expansion and invasion. Clarification 2: Students will analyze Hitler’s use of the Munich Pact to expand German territory and the Molotov-Ribbentrop Pact to keep the Soviet Union out of the war.
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| SS.912.HE.2.4 | Describe how Jewish immigration was perceived and restricted by various nations from 1933 to 1939. Clarifications: Clarification 1: Students will examine why immigration was difficult for Jewish people (e.g., MS St. Louis, the Evian Conference, immigration quota systems). Clarification 2: Students will explain how the Kindertransport saved the lives of Jewish children.
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| SS.912.HE.2.5 | Explain the effect Nazi policies had on other groups targeted by the government of Nazi Germany. Clarifications: Clarification 1: Students will explain the effects of Nazi “racial hygiene” policies on various groups including, but not limited to, ethnic (e.g., Roma-Sinti, Slavs) and religious groups (e.g., Jehovah’s Witnesses), political opposition, the physically and mentally disabled and homosexuals.
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| SS.912.HE.2.6 | Identify the various armed and unarmed resistance efforts in Europe from 1933 to 1945. Clarifications: Clarification 1: Students will recognize resistance efforts including, but not limited to, the White Rose, the Rosenstrasse Protest, Bishop Clemens von Galen, the Swing Movement, Reverend Niemöller, Dietrich Bonhoeffer, the Bielski Brothers and the Partisans in Eastern and Western Europe. Clarification 2: Students will discuss resistance and uprisings in the ghettos using primary sources (e.g., newspapers, images, video, survivor testimony).
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| SS.912.HE.2.7 | Examine the role that bystanders, collaborators and perpetrators played in the implementation of Nazi policies against Jewish people and other targeted groups, as well as the role of rescuers in opposing the Nazis and their policies. Clarifications: Clarification 1: Students will discuss the choices and actions of heroes and heroines in defying Nazi policy at great personal risk, to help rescue Jews (e.g., the Righteous Among the Nations designation).
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| SS.912.HE.2.8 | Analyze how corporate complicity aided Nazi goals. Clarifications: Clarification 1: Students will analyze corporate complicity as including, but not limited to, supporting methods of identification and record keeping, continuing trade relationships, financial resources, the use of slave labor, production for the war effort and moral and ethical corporate decisions (1930–1945).
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| SS.912.HE.2.9 | Explain how killing squads, including the Einsatzgruppen, conducted mass shooting operations in Eastern Europe with the assistance of the Schutzstaffel (SS), police units, the army and local collaborators. Clarifications: Clarification 1: Students will discuss major events of the killing squads to include, but not be limited to, Babi Yar, Vilnius, Rumbula, Kovno, Ponar and the Palmiry Forest. Clarification 2: Students will describe the psychological and physical impact on the Einsatzgruppen and how it led to the implementation of the Final Solution. Clarification 3: Students will explain the purpose of the Wannsee Conference and how it impacted the Final Solution.
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| SS.912.HE.2.10 | Explain the origins and purpose of ghettos in Europe. Clarifications: Clarification 1: Students will trace the use of ghettos in Europe prior to World War II. Clarification 2: Students will explain the methods used for the identification, displacement and deportation of Jews to ghettos. Clarification 3: Students will explain what ghettos were in context of World War II and Nazi ideology.
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| SS.912.HE.2.11 | Discuss life in the various ghettos. Clarifications: Clarification 1: Students will explain the origins and purpose of the Judenrat. Clarification 2: Students will explain the effects of the Judenrat on daily life in ghettos, specifically students should recognize Adam Czerniakow (Warsaw) and Mordechai Chaim Rumkowski (Lodz) and how these men differed in their approach to leading the Judenrat in their respective ghettos. Clarification 3: Students will discuss the difference between open ghettos and closed ghettos and how that impacted life within those ghettos. Clarification 4: Students will describe various attempts at escape and forms of armed and unarmed resistance (before liquidation and liberation) including, but not limited to, the Warsaw Ghetto Uprising. Clarification 5: Students will explain how and why the Nazis liquidated the ghettos, including the forced decisions of the Judenrat to select individuals for deportation transports to the camps.
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| SS.912.HE.2.12 | Define “partisan” and explain the role partisans played in World War II. Clarifications: Clarification 1: Students will identify countries that had partisan groups who fought the Nazis. Clarification 2: Students will explain the warfare tactics utilized by the resistance movements against the Nazis. Clarification 3: Students will recognize that not all resistance movements accepted Jews.
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| SS.912.HE.2.13 | Examine the origins, purpose and conditions associated with various types of camps. Clarifications: Clarification 1: Students will explain the differences between forced labor camps, concentration camps, transit camps and death camps, including the geographic location, physical structure, camp commandants and SS leadership and mechanics of murder. Clarification 2: Students will describe the daily routines within the camps to include food intake, showers, bathrooms, sleeping arrangements, roll call, work details, illness, environmental conditions, clothing, selection process, torture, medical experiments, public executions, suicides and other aspects of daily life. Clarification 3: Students will describe various attempts at escape and forms of resistance within the camps. Clarification 4: Students will discuss how the use of existing transportation infrastructure facilitated the deportation of Jewish people to the camps, including the non-Aryan management of the transportation system that collaborated with the Nazis. Clarification 5: Students will describe life in Terezin, including its function as a transit camp, its unique culture that generated art, music, literature, poetry, opera (notably Brundibar) and the production of Vedem Magazine as a form of resistance; its use by the Nazis as propaganda to fool the International Red Cross; and the creation of the film “Terezin: A Documentary Film of Jewish Resettlement.” Clarification 6: Students will identify and examine the 6 death camps (e.g., Auschwitz-Birkenau, Belzec, Chelmno, Majdanek, Sobibor, Treblinka) and their locations. Clarification 7: Students will explain why the 6 death camps were only in Nazi-occupied Poland. Clarification 8: Students will describe the significance of Auschwitz-Birkenau as the most prolific site of mass murder in the history of mankind.
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| SS.912.HE.2.14 | Explain the purpose of the death marches. Clarifications: Clarification 1: Students will recognize death marches as the forcible movement of prisoners by Nazis with the dual purpose of removing evidence and murdering as many people as possible (toward the end of World War II and the Holocaust) from Eastern Europe to Germany proper.
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| SS.912.HE.2.15 | Describe the experience of Holocaust survivors following World War II. Clarifications: Clarification 1: Students will explain how Allied Forces liberated camps, including the relocation and treatment of the survivors. Clarification 2: Students will discuss the experiences of survivors after liberation (e.g., repatriations, displaced persons camps, pogroms, relocation). Clarification 3: Students will explain the various ways that Holocaust survivors lived through the state-sponsored persecution and murder of European Jews by Nazi Germany and its collaborators (e.g., became partisans, escaped from Nazi controlled territory, went into hiding). Clarification 4: Students will describe the psychological and physical struggles of Holocaust survivors. Clarification 5: Students will examine the settlement patterns of Holocaust survivors after World War II, including immigration to the United States and other countries, and the establishment of the modern state of Israel.
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| SS.912.HE.3.1 | Analyze the international community’s efforts to hold perpetrators responsible for their involvement in the Holocaust. Clarifications: Clarification 1: Students will discuss the purpose and outcomes of the Nuremberg Trials and other subsequent trials related to the Holocaust. Clarification 2: Students will compare arguments by the prosecution and recognize the falsehoods offered by the defense during the Nuremberg Trials (e.g., Justice Robert Jackson’s opening statement, Prosecutor Ben Ferencz’s opening statement, ex post facto laws, non-existent terminology, crimes against humanity, genocide, statute of limitations, jurisdictional issues). Clarification 3: Students will discuss how members of the international community were complicit in assisting perpetrators’ escape from both Germany and justice following World War II.
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| SS.912.HE.3.2 | Explain the impact of the Eichmann Trial on policy concerning crimes against humanity, capital punishment, accountability, the testimony of survivors and acknowledgment of the international community. Clarifications: Clarification 1: Students will recognize the Eichmann Trial as the first time that Israel held a Nazi war criminal accountable.
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| SS.912.HE.3.3 | Explain the effects of Holocaust denial on contemporary society. Clarifications: Clarification 1: Students will explain how Holocaust denial has helped contribute to the creation of contemporary propaganda and the facile denial of political and social realities.
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| SS.912.HE.3.4 | Explain why it is important for current and future generations to learn from the Holocaust. Clarifications: Clarification 1: Students will explain the significance of learning from Holocaust era primary sources created by Jews who perished and those who survived. Clarification 2: Students will explain the significance of listening to the testimony of Holocaust survivors (e.g., live and through organizations that offer pre-recorded digital testimony). Clarification 3: Students will describe the contributions of the Jews (e.g., arts, culture, medicine, sciences) to the United States and the world. Clarification 4: Students will explain the significance of “Never Again.”
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| SS.912.HE.3.5 | Recognize that antisemitism includes a certain perception of the Jewish people, which may be expressed as hatred toward Jewish people, rhetorical and physical manifestations of antisemitism directed toward a person or his or her property or toward Jewish community institutions or religious facilities. Clarifications: Clarification 1: Students will analyze examples of antisemitism (e.g., calling for, aiding, or justifying the killing or harming of Jews, often in the name of a radical ideology or an extremist view of religion; making mendacious, dehumanizing, demonizing or stereotypical allegations about Jews as such or the power of Jews as a collective, especially, but not exclusively, the myth about a world Jewish conspiracy or of Jews controlling the media, economy, government or other societal institutions; accusing Jews as a people of being responsible for real or imagined wrongdoing committed by a single Jewish person or group, the State of Israel, or even for acts committed by non-Jews; accusing Jews as a people or the State of Israel of inventing or exaggerating the Holocaust; accusing Jewish citizens of being more loyal to Israel, or the alleged priorities of Jews worldwide, than to the interest of their own nations). Clarification 2: Students will analyze examples of antisemitism related to Israel (e.g., demonizing Israel by using the symbols and images associated with classic antisemitism to characterize Israel or Israelis, drawing comparisons of contemporary Israeli policy to that of the Nazis, or blaming Israel for all inter-religious or political tensions; applying a double standard to Israel by requiring behavior of Israel that is not expected or demanded of any other democratic nation or focusing peace or human rights investigations only on Israel; delegitimizing Israel by denying the Jewish people their right to self-determination and denying Israel the right to exist).
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| BENCHMARK CODE | BENCHMARK |
| SS.912.FL.1.1 | Evaluate and reflect on how values affect personal financial decision-making. Clarifications: Clarification 1: Instruction includes how values may vary from person to person. Clarification 2: Instruction includes how societal values impact personal financial decisions. |
| SS.912.FL.1.2 | Understand how cognitive biases affect personal financial decision-making. Clarifications: Clarification 1: Instruction includes biases such as loss aversion, the endowment effect, herd mentality, anchoring, and present bias. |
| SS.912.FL.1.3 | Explain that loss aversion implies that losses brought about by a decision are weighed more than the gains, which may affect the final decision. |
| SS.912.FL.1.4 | Explain that people place more weight on something they already have as opposed to things they do not. This endowment effect can result in people being reluctant to part with things they possess. |
| SS.912.FL.1.5 | Evaluate how herd mentality affects personal financial decision-making. |
| SS.912.FL.1.6 | Describe how a piece of information received early, even if incorrect or irrelevant, can provide an anchor that people use when making their personal financial decisions. Clarifications: Clarification 1: Instruction includes students working in collaborative groups to discuss various scenarios in which information may have been influential to financial decision-making. Clarification 2: Instruction includes the analysis of correct and incorrect and relevant and irrelevant information to inform financial decisions. |
| SS.912.FL.1.7 | Describe how people often focus on information that confirms their original beliefs when they research information to make personal financial decisions. Examples: Example: Bill is currently in the market for a new vehicle, and he is extremely interested in a particular “dream car” to purchase. Bill has researched this vehicle and found several negative reviews that are counter to his beliefs about his “dream car.” How might Bill proceed with this financial decision? |
| SS.912.FL.1.8 | Identify examples of how people are affected by present bias. Clarifications: Clarification 1: Instruction includes the effect of present bias on financial decision-making. |
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| SS.912.FL.2.1 | Describe how people choose jobs or careers for which they are qualified based on potential income as well as non-income factors, such as job satisfaction, independence, risk, family, or location. Clarifications: Clarification 1: Instruction includes the identification of non-income factors and the importance of these factors as compared to potential income. Clarification 2: Instruction includes the ways that an individual can earn income: full-time employee, part-time employee, self-employment, investment, or passive income. Examples: Example: Interview three individuals who work at different jobs to identify the non-income factors that influenced their career or job choice. |
| SS.912.FL.2.2 | 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. Clarifications: Clarification 1: Instruction includes how people’s willingness to wait or plan for the future affects their decision to get more education or job training in a dynamic and changing labor market. Clarification 2: Instruction includes 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. Clarification 3: Instruction includes the barriers people may face when investing in education and training. Examples: Example: Speculate how a high school student might assess the future benefits of going to college and describe how that assessment will affect the student’s decision to attend college. Example: Speculate how a high school student might assess the future benefits of entering the workforce after completing a vocational training program, and the implications of that assessment on possible future benefits. |
| SS.912.FL.2.3 | Analyze the ways that people can make more informed education, job, or career decisions by evaluating the benefits and costs of different choices. Clarifications: Clarification 1: Instruction includes comparing the benefits, costs, and the return on investment of a college education to those of a technical school. Clarification 2: Instruction includes comparing the unemployment rates of workers with different levels of education. Clarification 3: Instruction includes various career pathways including those that do not require college attendance. |
| SS.912.FL.2.4 | Analyze the reasons why the wage or salary paid to workers in jobs is usually determined by the labor market. Clarifications: Clarification 1: Instruction includes the variance of wages or salaries among workers in different types of jobs and among workers in the same jobs. Clarification 2: Instruction includes the importance of worker productivity to businesses and why a business may decide to pay workers differently depending on their productivity. |
| SS.912.FL.2.5 | Discuss reasons why changes in economic conditions or the labor market can cause changes in a worker’s income or may cause unemployment. Clarifications: Clarification 1: Instruction includes discussing how a recession may impact the unemployment rate. Clarification 2: Instruction includes how changing and emerging technologies may impact the unemployment rate. Examples: Example: Explain how an increase in the demand for mobile applications might affect the wages paid to software developers. |
| SS.912.FL.2.6 | Explain that taxes are paid to federal, state, and local governments to fund government goods and services as well as transfer payments from government to individuals. Clarifications: Clarification 1: Instruction includes the identification of the governmental agency that receives tax revenue for a specific tax. Clarification 2: Instruction includes the identification of the use of specific tax revenues. Clarification 3: Instruction includes the major types of taxes: income, payroll, property, and sales tax. |
| SS.912.FL.2.7 | Explain how interest, dividends, and capital gains are forms of income earned from financial investments. Clarifications: Clarification 1: Instruction includes understanding the differences between interest, dividends, and capital gains. |
| SS.912.FL.2.8 | Evaluate how the sources of income, amount of income, as well as the amount and type of spending affect the types and amounts of taxes paid. Clarifications: Clarification 1: Instruction includes tax rates on earned income, interest, and capital gains. Clarification 2: Instruction includes how federal tax brackets illustrate a progressive tax and a sales tax is viewed as a regressive tax as well as the differences between each type of tax. Clarification 3: Instruction includes types of goods that are subject to sales taxes and those that are exempt. |
| SS.912.FL.2.9 | Describe why some people choose to become entrepreneurs as a career choice. Clarifications: Clarification 1: Instruction includes evaluating the benefits and costs of entrepreneurship. Clarification 2: Instruction includes identifying the roles and characteristics of an entrepreneur and understanding that taking on risk is an implicit part of being an entrepreneur. Clarification 3: Instruction includes understanding how owning a small business can be a person’s primary career or can supplement income from other sources. Clarification 4: Instruction includes the tax implications of being an entrepreneur such as the self-employment tax. |
| SS.912.FL.2.10 | Evaluate the benefits and costs of “gig” employment. Clarifications: Clarification 1: Instruction includes understanding the motivating factors for being self-employed or working as an independent contractor in the “gig” economy. |
| SS.912.FL.2.11 | Describe how Social Security is funded and the benefit it provides to retirees. Examples: Example: Create a promotional flyer that communicates the benefits provided by Social Security for people of different income levels at different ages of retirement. |
| SS.912.FL.2.12 | Identify and complete appropriate tax forms to calculate the amount of federal income tax owed. Clarifications: Clarification 1: Instruction includes the identification of various payroll taxes and withholdings (e.g., Social Security, Medicare, federal withholding, etc.). Clarification 2: Instruction includes formally (using tax tables) and informally (estimating) calculating taxes. Clarification 3: Instruction includes understanding why calculating one’s taxes may differ from the government’s calculations. Examples: Example: Given a simple scenario, complete the appropriate tax form and identify if the filer will receive a refund or be required to make a payment to the Internal Revenue Service (IRS). |
| SS.912.FL.2.13 | Describe the types and sources of taxes at the local level. Clarifications: Clarification 1: Instruction includes understanding that states, counties, and municipalities may have different tax rates and taxes. Clarification 2: Instruction includes understanding that local taxes are dedicated to a particular use, such as schools or local infrastructure projects. Examples: Example: Research the tax rate of the city or county in which you reside. Compare the identified tax rate with another Florida county or city. Why might they be different or the same? |
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| SS.912.FL.3.1 | Analyze the factors that influence a consumer’s decision-making process (e.g., the price of a good or service, the price of alternatives, income level, personal preferences, advertisements, and reviews.) Clarifications: Clarification 1: Instruction includes the comparison of consumer decisions to purchase a similar item. Examples: Example: Develop scenarios that explain the factors that influence an individual to purchase a specific brand and style of athletic shoes. |
| SS.912.FL.3.2 | Explain that the consumption of a good or service can have positive or negative effects on others. Clarifications: Clarification 1: Instruction includes an analysis of the effects that activities such as smoking cigarettes or attending school may have on self, other individuals, or the community at large. |
| SS.912.FL.3.3 | Discuss that when buying a good, consumers may consider various aspects and features of the product. Clarifications: Clarification 1: Instruction includes explaining why the consumer should consider a product’s durability and maintenance costs prior to the purchase of goods. Examples: Example: Given a scenario that includes various features of automobiles, determine which automobile to purchase. |
| SS.912.FL.3.4 | Describe ways that consumers may be influenced by how the price of a good is expressed. Clarifications: Clarification 1: Instruction includes understanding the different ways retailers express the prices of their products. Examples: Example: Given a product and a price, develop three advertisements for a retailer using the following information: 50% off, buy one get one free, and two items for a single price (e.g., buy 2 for $5 or 1 for $3). Example: Write an expository paragraph that explains why a store might advertise the price of a TV expressed as an amount per day or week rather than the actual full price. |
| SS.912.FL.3.5 | Discuss ways people incur costs and realize benefits when searching for information related to their purchases of goods and services. Clarifications: Clarification 1: Instruction includes understanding the relationship between the amount of information gathered and the benefits and costs of gathering the information. Examples: Example: Write a newspaper column, “Tips for Consumers,” explaining why searching for information may be more important when purchasing expensive, durable goods and services than for inexpensive and nondurable products. Include an explanation of how impulse buying can be avoided by sleeping on a decision before making a big purchase. |
| SS.912.FL.3.6 | Explain that people may choose to donate money to charitable organizations and other not-for-profit organizations because they gain satisfaction from donating. Examples: Example: Brainstorm a list of charitable organizations that are operating in the community. For each organization, list a possible reason that a donor might want to give to that charitable organization. |
| SS.912.FL.3.7 | Explain how governments establish laws and institutions to provide consumers with information about goods or services being purchased and to protect consumers. Clarifications: Clarification 1: Instruction includes understanding the governmental agencies whose mission is to protect consumers (e.g., Food and Drug Administration (FDA), United States Department of Agriculture (USDA), National Highway and Traffic Safety Administration, Federal Reserve, and Consumer Financial Protection Bureau (CFPB)). Examples: Example: Draft a complaint letter to an appropriate firm or agency about a problem a consumer has encountered with a purchase. |
| SS.912.FL.3.8 | Evaluate how different forms of payment can result in costs or fees. Clarifications: Clarification 1: Instruction includes understanding various forms of payments and associated costs: cash, checks, debit cards, credit cards, mobile payments, prepaid cards, buy now pay later, layaways, and rent to own. Clarification 2: Instruction includes understanding that while the seller of a good being purchased may not explicitly charge the consumer, the consumer may bear a portion of the fees by paying a higher price. |
| SS.912.FL.3.9 | Develop a budget based on a given income and expenses for long-term and short-term financial goals. Clarifications: Clarification 1: Instruction includes developing budgets with fixed and variable expenses, unexpected expenses (including emergency funds) and savings. Clarification 2: Instruction includes understanding that budgets can be developed using paper, digital spreadsheets, websites, mobile phone applications, or using other financial applications. Examples: Example: Given a simple scenario, create a budget that includes an emergency fund. |
| SS.912.FL.3.10 | Understand that when individuals or business owners buy or sell goods or services, they may enter into contracts. Clarifications: Clarification 1: Instruction includes common contracts such as cell phone plans, leases of apartments or homes, car leases, car purchases and mortgages. Clarification 2: Instruction emphasizes that contracts are legally binding and breaking a contract may have consequences. |
| SS.912.FL.3.11 | Evaluate and interpret terms and conditions within a contract. Clarifications: Clarification 1: Instruction includes understanding terms and conditions may include, but are not limited to, duration, termination, payment terms, dispute resolution, privacy and sharing of personal information. Clarification 2: Instruction emphasizes that users may be entering into a contract when agreeing to terms and conditions on webpages or applications. |
| SS.912.FL.3.12 | Understand the process of identifying and contesting an incorrect billing statement. Clarifications: Clarification 1: Instruction includes identifying consumer-advocacy agencies (e.g., Consumer Financial Protection Bureau (CFPB), Better Business Bureau (BBB), Chamber of Commerce, Florida Department of Agriculture and Consumer Services, and Federal Trade Commission (FTC)). |
| BENCHMARK CODE | BENCHMARK |
| SS.912.FL.4.1 | Describe the different types of accounts and financial products offered through banking institutions. Clarifications: Clarification 1: Instruction includes the functions of each account (checking, savings, money markets, and certificates of deposit (CDs)), and the advantages and disadvantages of each. Clarification 2: Instruction includes credit unions, commercial banks, traditional banks, and online banks. |
| SS.912.FL.4.2 | Compare and contrast the characteristics of the various accounts and services offered by depository institutions. Clarifications: Clarification 1: Instruction includes online banking, minimum balance requirements, monthly fees, overdraft penalties, and interest rates. Clarification 2: Instruction includes understanding the process for opening and managing a bank account. Clarification 3: Instruction includes understanding the different components of an account, such as the routing number and the account number. |
| SS.912.FL.4.3 | Explain how people should regularly track and manage funds in their account to ensure enough funds are available in those accounts to cover any outstanding transactions or future automated withdrawals. Clarifications: Clarification 1: Instruction includes understanding that account holders should regularly check the deposits and withdrawals to the accounts to ensure that these transactions were authorized by the account holder, in addition to checking for any fees charged and whether appropriate interest was credited to the account. |
| SS.912.FL.4.4 | Analyze the impact of spending versus saving. Clarifications: Clarification 1: Instruction includes the benefits and drawbacks of saving and spending in various situations. Examples: Example: Provide examples in people’s lives where they might decide to buy something immediately and then wish they had instead saved the money for future purchases. |
| SS.912.FL.4.5 | Describe how inflation reduces the value of money. Clarifications: Clarification 1: Instruction includes understanding that the real interest rate is calculated as the nominal interest rate minus the rate of inflation. Clarification 2: Instruction includes understanding why savers should expect a higher nominal interest rate when inflation is expected to be high. |
| SS.912.FL.4.6 | Compare the difference between the nominal interest rate and the real interest rate. Examples: Example: Given the nominal interest rate and the rate of inflation over one year, explain what will happen to the purchasing power of savings. |
| SS.912.FL.4.7 | Describe ways that money received (or paid) in the future can be compared to money held today by discounting the future value based on the rate of interest. Examples: Example: Use spreadsheet software to calculate the amount a 10-year-old would need to save today to pay for one year of college tuition eight years from now. |
| SS.912.FL.4.8 | Explain ways that government agencies supervise and regulate financial institutions to help protect the safety, soundness, and legal compliance of the United States banking and financial system. Clarifications: Clarification 1: Instruction includes understanding the role that government agencies charged with regulating financial institutions play in helping to protect the safety, soundness, and legal compliance of the nation’s banking system. Clarification 2: Instruction includes the purpose and function of the following agencies: Federal Reserve, Office of the Comptroller of the Currency, Consumer Financial Protection Bureau (CFPB), Federal Deposit Insurance Corporation (FDIC), National Credit Union Administration (NCUA), and state banking departments. |
| SS.912.FL.4.9 | Describe government policies that create incentives and disincentives for people to save. Clarifications: Clarification 1: Instruction includes understanding how traditional IRAs (individual retirement accounts), Roth IRAs, and educational savings accounts provide incentives for people to save. Clarification 2: Instruction includes understanding the difference when taxes are paid with a traditional IRA versus a Roth IRA. Clarification 3: Instruction includes understanding how taxes on interest reduce the incentive for people to save. |
| SS.912.FL.4.10 | Explain how employer benefit programs create incentives and disincentives to save and how an employee’s decision to save can depend on how the alternatives are presented by the employer. Clarifications: Clarification 1: Instruction includes understanding how matches of retirement savings by employers may change the incentives for employees to save. Clarification 2: Instruction includes understanding why having employees “opt out” of savings programs results in a higher level of saving than having them “opt in” due to the idea of default bias. |
| BENCHMARK CODE | BENCHMARK |
| SS.912.FL.5.1 | Analyze the ways that consumers can compare the cost of credit by using the annual percentage rate (APR), initial fees charged, and fees charged for late payment or missed payments. Clarifications: Clarification 1: Instruction includes the use of APR, initial fees, late fees, nonpayment fees, and other relevant information to compare the cost of credit from various sources for the purchase of a product. |
| SS.912.FL.5.2 | Explain why banks and financial institutions sometimes compete by offering credit at low introductory rates. Clarifications: Clarification 1: Instruction includes the motivating factors for a bank offering low-rate introductory credit offers. Clarification 2: Instruction includes understanding the possible negative impacts of low-rate introductory credit offers on consumers. |
| SS.912.FL.5.3 | Explain that loans can be unsecured or secured with collateral. Clarifications: Clarification 1: Instruction includes explaining why secured loans are viewed as having less risk and why lenders charge a lower interest rate than they charge for unsecured loans. Clarification 2: Instruction includes understanding unsecured versus secured credit cards. |
| SS.912.FL.5.4 | Describe the factors that influence the cost of borrowing from the perspective of the buyer and the seller, such as down payments and interest rates. Clarifications: Clarification 1: Instruction includes how a down payment reduces the total amount financed and why this reduces the monthly payment and/or the length of the loan. Clarification 2: Instruction includes understanding why a borrower who has made a down payment has an incentive to repay a loan or make payments on time. Clarification 3: Instruction includes discussing why people make a down payment and why lenders may consider loans made with a down payment to have less risk. |
| SS.912.FL.5.5 | Explain that lenders make credit decisions based in part on consumer payment history. Clarifications: Clarification 1: Instruction includes understanding that credit bureaus record borrowers’ credit and payment histories and provide that information to lenders in credit reports. Examples: Example: List factors from an individual’s credit history or credit application that may cause a lender to deny credit. |
| SS.912.FL.5.6 | Demonstrate an understanding of completing a loan application. Clarifications: Clarification 1: Instruction includes the different aspects of a loan application, which include its basic requirements, limits, and credit check. Clarification 2: Instruction includes understanding the typical choices made on a car loan such as amount of down payment, interest rate, term of loan, and monthly payment. |
| SS.912.FL.5.7 | Discuss that lenders can pay to receive a borrower’s credit score from a credit bureau. Clarifications: Clarification 1: Instruction includes understanding a credit score and what it indicates about a borrower. Examples: Example: Explain why certain factors, such as having many credit cards with large lines of credit and large balances, might hurt a credit score. |
| SS.912.FL.5.8 | Analyze the costs and benefits associated with credit cards. Clarifications: Clarification 1: Instruction includes understanding that while credit cards are useful for making purchases, interest rates on credit card loans are generally higher than other types of loans and may also have additional fees. Clarification 2: Instruction includes understanding that credit card interest rates are higher for people considered to have a higher risk of nonpayment as determined by their credit scores. |
| SS.912.FL.5.9 | Describe that, in addition to assessing a person’s credit risk, credit reports and scores may be requested and used by employers in hiring decisions, property owners in deciding whether to rent apartments, and insurance companies in charging premiums. Examples: Example: Provide two examples of how having a good credit score can benefit a person financially. Example: Explain why employers find it useful to hire someone with a higher credit score. |
| SS.912.FL.5.10 | Examine the fact that failure to repay a loan has significant consequences for borrowers such as negative entries on their credit report, repossession of property (collateral), garnishment of wages, and the inability to obtain loans in the future. Examples: Example: Author an expository essay that explains the future opportunities a person can lose by failing to repay loans as agreed. |
| SS.912.FL.5.11 | Explain that consumers who have difficulty repaying debt can seek assistance through credit counseling services and by negotiating directly with creditors. Clarifications: Clarification 1: Instruction includes identifying the costs and benefits associated with using different credit counseling services. |
| SS.912.FL.5.12 | Explain how bankruptcy may be an option for consumers who are unable to repay debt. Clarifications: Clarification 1: Instruction includes understanding the impact of filing for bankruptcy on an individual’s credit report. Examples: Example: Investigate the costs of filing for bankruptcy by examining the bankruptcy laws in Florida. |
| SS.912.FL.5.13 | Explain that people often apply for a mortgage to purchase a home. Clarifications: Clarification 1: Instruction includes understanding factors related to mortgage lending: down payment, fixed vs. variable rates, and insurance requirements. Examples: Example: Predict what might happen should a homeowner fail to make his or her mortgage payments. Example: Given the specifications of a home and a salary for an individual, investigate the steps required to complete an application for a mortgage. |
| SS.912.FL.5.14 | Discuss that consumers who use credit should be aware of laws that are in place to protect them. Clarifications: Clarification 1: Instruction includes understanding lending laws: provision of full disclosure of credit terms, discriminatory lending practices, abusive marketing practices, and debt collection. Examples: Example: Lenders must provide consumers with a full disclosure of credit terms. Given a scenario and sample disclosure, evaluate the information provided to decide about applying for credit. |
| SS.912.FL.5.15 | Explain that consumers are entitled to a free copy of their credit report annually. Clarifications: Clarification 1: Instruction includes understanding why it is important to check the accuracy of the information recorded on a credit report and knowing what steps to take to correct errors on credit reports. Clarification 2: Instruction includes understanding that credit report errors may increase the cost of credit. |
| SS.912.FL.5.16 | Analyze how postsecondary education can be financed through a combination of scholarships, grants, and other financial aid (e.g., Bright Futures, work-study, student loans, and savings). Clarifications: Clarification 1: Instruction includes understanding the process and importance of completing the Free Application for Federal Student Aid (FAFSA). Clarification 2: Instruction includes identifying scholarships and grants for which an individual student may be eligible. |
| SS.912.FL.5.17 | Compare different types of student loans and understand how to complete a student loan application. Clarifications: Clarification 1: Instruction includes understanding Parent Loan for Undergraduate Students (PLUS) loans, private student loans, direct subsidized loans, and direct unsubsidized loans. Clarification 2: Instruction includes understanding the long-term costs of student loans such as accrued interest during periods of deferment or forbearance. |
| BENCHMARK CODE | BENCHMARK |
| SS.912.FL.6.1 | Explain the purpose of the following investments: stocks, bonds, mutual funds, index funds, and Exchange-Traded Funds (ETFs); real estate; money markets and annuities; and others (e.g., commodities). Clarifications: Clarification 1: Instruction includes understanding that each investment has its own risk, and the consumer must decide whether the risk is worth the reward by examining available data. Clarification 2: Instruction includes discussing tax implications of each type of investment. |
| SS.912.FL.6.2 | Compare the ways that tax rates vary on different types of investments. Clarifications: Clarification 1: Instruction includes understanding the after-tax rate of return of an investment. Examples: Example: Given tax rates and inflation rates, calculate the real, after-tax rates of return for groups of stocks and bonds. |
| SS.912.FL.6.3 | Explain how the expenses of buying, selling, and holding financial assets decrease the rate of return from an investment. Clarifications: Clarification 1: Instruction includes discussing costs and fees associated with different types of investments. These costs and fees may include, but are not limited to, management fees, commissions, and annual expense ratios. Examples: Example: Identify and compare the administrative operating costs (expense ratios) of several mutual funds and estimate the differences in the total amount accumulated after 10 years for each mutual fund, assuming identical market performance. Example: Given several mutual funds, determine how much an investor may be paying in costs. |
| SS.912.FL.6.4 | Discuss that buyers and sellers in financial markets determine prices of financial assets and therefore influence the rates of return on those assets. Examples: Example: Predict what will happen to the price and rate of return on a bond if buyers believe that the bond has increased in risk. |
| SS.912.FL.6.5 | Discuss the trade-off between risk and return in comparing financial investments. Clarifications: Clarification 1: Instruction includes understanding that an investment with greater risk than another investment may have a lower market price, and therefore a higher rate of return, than the other investment. Examples: Example: Explain why the expected rate of return on a “blue chip” stock is likely to be lower than that of an Internet start-up company. |
| SS.912.FL.6.6 | Explain that shorter-term investments will likely have lower rates of return than longer-term investments. Examples: Example: Compare how markets determine rates of return for two bonds, long-term bond, and a short-term bond, assuming each bond pays the same rate of interest. |
| SS.912.FL.6.7 | Describe how diversifying investments in different types of financial assets can lower investment risk. Clarifications: Clarification 1: Instruction includes understanding why a financial advisor might encourage a client to include stocks, bonds, and real estate assets in his or her portfolio. Examples: Example: Compare the risk faced by two investors, both of whom own two businesses on a beach. One investor owns a suntan lotion business and an umbrella business. The other investor owns two suntan lotion businesses. |
| SS.912.FL.6.8 | Describe how financial markets adjust to current events and financial news, and that prices in those markets reflect what is publicly known about those financial assets. Clarifications: Clarification 1: Instruction includes how prices of financial investments can adjust when given specific news about a company’s or industry’s future profitability. |
| SS.912.FL.6.9 | Discuss ways that prices of financial assets are affected by interest rates, changes in domestic and international economic conditions, monetary policy, and fiscal policy. Clarifications: Clarification 1: Instruction includes understanding how a change in economic growth might change the value of a stock held by an investor. Examples: Example: Give an example of a change in interest rates affecting the current value of a financial asset that pays returns in the future. |
| SS.912.FL.6.10 | Explain that people vary in their willingness to take risks because the willingness to take risks depends on factors such as personality, income, time horizon, and family situation. Clarifications: Clarification 1: Instruction includes understanding how the portfolio of a retiree might differ from that of a young, single person. |
| SS.912.FL.6.11 | Describe why an economic role for a government may exist if individuals do not have complete information about the nature of alternative investments or access to competitive financial markets. Clarifications: Clarification 1: Instruction includes understanding why it is important for individuals to have accurate information about a company’s sales and profits when investing in that company. |
| SS.912.FL.6.12 | Compare the Securities and Exchange Commission (SEC), the Federal Reserve, and other government agencies that regulate financial markets. Examples: Example: Conduct research to learn about the SEC or the Federal Reserve and identify their roles in regulating financial markets. |
| SS.912.FL.6.13 | Describe the purpose of the following accounts that hold investments: various retirement accounts (e.g., 401(k), 403(b), Traditional IRA, Roth IRA), education accounts (e.g., 529 savings plan, Coverdell Education Savings Account (ESA)), and taxable investment brokerage accounts. Clarifications: Clarification 1: Instruction includes understanding that each account that holds an investment has its own risk, and the consumer must decide whether the risk is worth the reward. Clarification 2: Instruction includes analyzing the advantages and disadvantages of each account that holds an investment. Clarification 3: Instruction includes understanding various investment applications (mobile applications) that may be used to hold investment accounts. |
| SS.912.FL.6.14 | Evaluate the motives for using a digital currency. Clarifications: Clarification 1: Instruction includes understanding the dollar price of a digital currency can be very volatile as it depends on the digital currency’s supply and demand. Clarification 2: Instruction includes understanding that a digital currency is a digital asset secured by cryptography and recorded on a block chain that may be used to send or receive payments on the internet. Clarification 3: Instruction includes understanding reasons for the use of digital currency: financial privacy concerns, international payments, the ability to execute smart contracts, and speculation. |
| BENCHMARK CODE | BENCHMARK |
| SS.912.FL.7.1 | Describe how individuals vary with respect to their willingness to accept risk and why most people are willing to pay a small cost now if it means they can avoid a possible larger loss later. Clarifications: Clarification 1: Instruction includes understanding self-insurance and the practice of having an emergency fund. Clarification 2: Instruction includes understanding the potential effects on premium costs if in an emergency fund. Examples: Example: Discuss whether a premium paid to insure against an accident that never happens is wasted. |
| SS.912.FL.7.2 | Understand that insurance companies charge premiums to create a pool of money from which the company uses to pay for losses incurred by policyholders. Clarifications: Clarification 1: Instruction includes understanding that insurance companies allow the risk of loss to be spread amongst all policyholders. |
| SS.912.FL.7.3 | Analyze and evaluate the cost-effectiveness of supplemental insurance. Clarifications: Clarification 1: Instruction includes understanding how an extended warranty on a consumer product is a type of supplemental insurance. Examples: Example: Evaluate the cost-effectiveness of extended warranties on three consumer products: a new automobile, a smart phone, and a dishwasher. Consider the likelihood that the product will fail, the cost of replacing the item, and the price of the warranty. |
| SS.912.FL.7.4 | Describe why people choose different amounts of insurance coverage based on their willingness to accept risk, as well as their occupation, lifestyle, age, financial profile, and the price of insurance. Examples: Example: Given profiles for three individuals, consider options for appropriate insurance coverage based upon their unique level of personal financial risk. |
| SS.912.FL.7.5 | Explain how governments and contractual obligations can influence the decisions and responsibilities of individuals to obtain different forms of insurance. Clarifications: Clarification 1: Instruction includes understanding why homeowners’ insurance is required by a lender when a homeowner takes out a mortgage. Examples: Example: Research and provide the laws and regulations that establish the amount of auto insurance drivers must purchase in Florida. |
| SS.912.FL.7.6 | Describe how an insurance contract can increase the probability or size of a potential loss. Clarifications: Clarification 1: Instruction includes understanding that having insurance may result in the policyholder taking more risks. Clarification 2: Instruction includes understanding that deductibles and copayments are cost-sharing features that encourage the policyholder to take steps to reduce the potential size of an insurance claim. Examples: Example: Given an accident scenario, calculate the amount that would be paid on an insurance claim after applying exclusions and deductibles. |
| SS.912.FL.7.7 | Explain that people can lower insurance premiums by behaving in ways that show they pose a lower risk. Clarifications: Clarification 1: Instruction includes factors that potentially lower insurance rates such as taking a safe-driving course to lower auto insurance cost or lower health insurance premiums for non-smokers. |
| SS.912.FL.7.8 | Identify the purposes of various types of insurance. Clarifications: Clarification 1: Instruction includes understanding multiple types of insurance: health, disability, long-term care, travel, auto, renter, life, homeowner, and property and casualty. Clarification 2: Instruction includes comparing the coverage and costs of hypothetical plans for a set of scenarios utilizing various types of insurance. |
| SS.912.FL.7.9 | Explain how government programs provide a social safety net that protects an individual from an economic hardship created by unexpected events. Clarifications: Clarification 1: Instruction includes understanding that workers’ compensation is a government-mandated program that provides benefits to workers that become injured or ill on a job or because of the job. Examples: Example: Describe examples of government transfer programs that compensate for unexpected losses, including Social Security Disability benefits, Medicare, Medicaid, and unemployment insurance. |
| SS.912.FL.7.10 | Identify how responsible use of personal information can prevent identity theft. Clarifications: Clarification 1: Instruction includes describing problems that can occur when an individual is a victim of identity theft. Clarification 2: Instruction includes giving specific examples of how online transactions, online banking, email frauds, and telemarketing calls can make consumers vulnerable to identity theft. Clarification 3: Instruction includes describing the conditions under which individuals should and should not disclose their Social Security number, account numbers, or other sensitive personal information. Examples: Example: Given a scenario in which an individual’s personal information has been used fraudulently, explain the possible consequences that will follow in terms of loss of assets, wealth, and future opportunities. |
| SS.912.FL.7.11 | Compare federal and state regulations that provide some remedies and assistance for victims of identity theft. Clarifications: Clarification 1: Instruction includes recommending actions a victim of identity theft should take to limit losses and restore personal security. |
| SS.912.FL.7.12 | Identify the implications of social networking sites and other online activity on an individual’s digital footprint. Clarifications: Clarification 1: Instruction includes understanding that employers may check a prospective employee’s digital footprint as part of the hiring process. |
| SS.912.FL.7.13 | Explain that financial planning includes preparing for all contingencies, including death. Clarifications: Clarification 1: Instruction includes estate planning: preparing wills and living wills, power of attorney documents and trusts, and estate tax planning for larger estates. Clarification 2: Instruction includes discussing the difference between trusts and wills. |
| SS.912.FL.7.14 | Explain the implications of receiving an inheritance. Clarifications: Clarification 1: Instruction includes understanding that an inheritance is money or assets a person has been bequeathed when someone passes. Clarification 2: Instruction includes creating a detailed plan for an inheritance. Clarification 3: Instruction includes understanding the impact to one’s taxes from receiving an inheritance. |
| SS.912.FL.7.15 | Examine laws and regulations concerning personal finance. Clarifications: Clarification 1: Instruction includes understanding state and federal laws concerning personal finance. Clarification 2: Instruction includes identifying state and federal agencies regulating personal finance. Examples: Example: Create a three-column graphic organizer to include in column (1) the governmental agency or law, column (2) its specific function as associated with personal finance, and column (3) a brief scenario of how the agency or law could interact with an individual. Include the following within column (1): Federal Deposit Insurance Corporation (FDIC), Community Reinvestment Act (CRA), Dodd-Frank Act, and National Credit Union Administration (NCUA). Complete the remaining columns as appropriate. |
| BENCHMARK CODE | BENCHMARK |
| SS.912.AA.1.1 | Examine the condition of slavery as it existed in Africa, Asia, the Americas and Europe prior to 1619. Clarifications: Clarification 1: Instruction includes how trading in slaves developed in African lands (e.g., Benin, Dahomey). Clarification 2: Instruction includes the practice of the Barbary Pirates in kidnapping Europeans and selling them into slavery in Muslim countries (i.e., Muslim slave markets in North Africa, West Africa, Swahili Coast, Horn of Africa, Arabian Peninsula, Indian Ocean slave trade). Clarification 3: Instruction includes how slavery was utilized in Asian cultures (e.g., Sumerian law code, Indian caste system). Clarification 4: Instruction includes the similarities between serfdom and slavery and emergence of the term “slave” in the experience of Slavs. Clarification 5: Instruction includes how slavery among indigenous peoples of the Americas was utilized prior to and after European colonization. |
| SS.912.AA.1.2 | Analyze the development of labor systems using indentured servitude contracts with English settlers and Africans early in Jamestown, Virginia. Clarifications: Clarification 1: Instruction includes indentured servitude of poor English settlers and the extension of indentured servitude to the first Africans brought to Jamestown, Virginia by the Dutch in 1619. Clarification 2: Instruction includes the impact of the increased demand for land in the colonies and the effects on the cost of labor resulting from the shift of indentured servitude to slavery. Clarification 3: Instruction includes the method by which indentured servants were able to own private property, farm crops and make money, realizing the payout of property and supplies at the end of their contracts. Clarification 4: Instruction includes the shift in attitude toward Africans as Colonial America transitioned from indentured servitude to race-based, hereditary slavery (i.e., Anthony Johnson, John Casor). Clarification 5: Instruction includes the Virginia Code Regarding Slaves and Servants (1705). |
| SS.912.AA.1.3 | Analyze the reciprocal roles of the Triangular Trade routes between Africa and the western hemisphere, Africa and Europe, and Europe and the western hemisphere. Clarifications: Clarification 1: Instruction includes the Triangular Trade and how this three-tiered system encouraged the use of slavery. Clarification 2: Instruction includes what made indentured servitude contracts a risky investment for colonists, based on economic and social factors. Clarification 3: Instruction includes how the desire for knowledge of land cultivation and the rise in the production of tobacco and rice had a direct impact on the increased demand for slave labor and the importation of slaves into North America (i.e., the importation of Africans from the Rice Coast of Africa). |
| SS.912.AA.1.4 | Examine the development of slavery and describe the conditions for Africans during their passage to America. Clarifications: Clarification 1: Instruction includes the Triangular Trade routes and the Middle Passage. Clarification 2: Instruction includes the causes for the growth and development of slavery, primarily in the southern colonies. Clarification 3: Instruction includes percentages of African diaspora within the New World colonies. |
| SS.912.AA.1.5 | Explain the significance of England sending convicts, vagabonds and children to the colonies. Clarifications: Clarification 1: Instruction includes the reasons England sent convicts to the colonies and the impact it had on the lives of both the convicts and the colonists (i.e., prosecution for political reasons, theft, deception). Clarification 2: Instruction includes the English practice of enclosure and how it forced people to leave the lands causing them to be without work and homes. Clarification 3: Instruction includes the causes and consequences of England’s forced child migration to the colonies. |
| SS.912.AA.1.6 | Describe the harsh conditions in the Virginia Colony. Clarifications: Clarification 1: Instruction includes the failures in early Jamestown (i.e., disease, drought, conflicts with native populations, starvation, lack of clean water, education, religious expectations, lack of healthcare). Clarification 2: Instruction includes how the Jamestown Colony did not stabilize until the introduction of women. |
| SS.912.AA.1.7 | Compare the living conditions of slaves in British North American colonies, the Caribbean, Central America and South America, including infant mortality rates. Clarifications: Clarification 1: Instruction includes the harsh conditions and their consequences on British American plantations (e.g., undernourishment, climate conditions, infant and child mortality rates of the enslaved vs. the free). Clarification 2: Instruction includes the harsh conditions in the Caribbean plantations (i.e., poor nutrition, rigorous labor, disease). Clarification 3: Instruction includes how slavery was sustained in the Caribbean, Dutch Guiana and Brazil despite overwhelming death rates. |
| SS.912.AA.1.8 | Analyze the headright system in Jamestown, Virginia and other southern colonies. Clarifications: Clarification 1: Instruction includes the concept of the headright system, including effects slave codes had on it. Clarification 2: Instruction includes specific headright settlers (i.e., Anthony Johnson, Mary Johnson). |
| SS.912.AA.1.9 | Evaluate how conditions for Africans changed in colonial North America from 1619-1776. Clarifications: Clarification 1: Instruction includes both judicial and legislative actions during the colonial period. Clarification 2: Instruction includes the history and development of slave codes in colonial North America including the John Punch case (1640). Clarification 3: Instruction includes how slave codes resulted in an enslaved person becoming property with no rights. |
| SS.912.AA.1.10 | Evaluate efforts by groups to limit the expansion of race-based slavery in Colonial America. |
| SS.912.AA.1.11 | Examine different events in which Africans resisted slavery. Clarifications: Clarification 1: Instruction includes the impact of revolts of the enslaved (e.g., the San Miguel de Gualdape Slave Rebellion [1526], the New York City Slave Uprising [1712]). |
| SS.912.AA.1.12 | Examine the significance of “Ladinos” (Africans, Atlantic creoles) and Spanish explorers who laid claim to “La Florida.” Clarifications: Clarification 1: Instruction includes how Spanish-controlled Florida attracted escaping slaves with the promise of freedom. |
| BENCHMARK CODE | BENCHMARK |
| SS.912.AA.2.1 | Describe the contributions of Africans to society, science, poetry, politics, oratory, literature, music, dance, Christianity and exploration in the United States from 1776-1865. Clarifications: Clarification 1: Instruction includes contributions of key figures and organizations (e.g., Prince Hall, Phillis Wheatley, Benjamin Banneker, Richard Allen, the Free African Society, Olaudah Equiano, Omar ibn Said, Cudjoe Lewis, Anna Jai Kingsley). Clarification 2: Instruction includes the role of black churches (e.g., African Methodist Episcopal [AME]). |
| SS.912.AA.2.2 | Explain how slave codes were strengthened in response to Africans’ resistance to slavery. Clarifications: Clarification 1: Instruction includes early laws that impacted slavery and resistance (i.e., Louisiana’s Code Noir [1724], Stono Rebellion in [1739], South Carolina slave code [1740], Igbo Landing Mass Suicide [1803]). Clarification 2: Instruction includes foreign and domestic influences on the institution of slavery (i.e., Haitian Revolution [1791-1804], The Preliminary Declaration from the Constitution of Haiti [1805], German Coast Uprising [1811], Louisiana Revolt of [1811]). |
| SS.912.AA.2.3 | Compare the influences of individuals and groups on social and political developments during the Early National Period. Clarifications: Clarification 1: Instruction includes the varied experiences of Africans in the United States. Clarification 2: Instruction includes the consequences of Lord Dunmore’s actions in 1775, while serving as Royal Governor of Virginia. Clarification 3: Instruction includes how African men, both enslaved and free, participated in the Continental Army (e.g., 1st Rhode Island Regiment, Haitian soldiers). Clarification 4: Instruction includes the contributions of key figures (e.g., Crispus Attucks, Salem Poor, Jean Baptiste Point du Sable, Lemuel Haynes, Phillis Wheatley, Richard Allen, James Armistead Lafayette). |
| SS.912.AA.2.4 | Examine political actions of the Continental Congress regarding the practice of slavery. Clarifications: Clarification 1: Instruction includes examples of how the members of the Continental Congress made attempts to end or limit slavery (e.g., the first draft of the Declaration of Independence that blamed King George III for sustaining the slave trade in the colonies, the calls of the Continental Congress for the end of involvement in the international slave trade, the Constitutional provision allowing for congressional action in 1808). |
| SS.912.AA.2.5 | Examine how federal and state laws shaped the lives and rights for enslaved and free Africans in the 18th and 19th centuries. Clarifications: Clarification 1: Instruction includes how different states passed laws that gradually led to the abolition of slavery in northern states (e.g., gradual abolition laws: RI Statutes 1728, 1765 & 1775, PA 1779, MA & NH 1780s, CT & NJ 1784, NY 1799; states abolishing slavery: VT 1777). Clarification 2: Instruction includes the Constitutional provision regarding fugitive persons. Clarification 3: Instruction includes the ramifications of the Dred Scott v. Sandford decision. |
| SS.912.AA.2.6 | Analyze the provisions under the Articles of Confederation and the Constitution regarding slavery. Clarifications: Clarification 1: Instruction includes how slavery increased through natural reproduction and the smuggling of human contraband, in spite of the desire of the Continental Congress to end the importation of slaves. Clarification 2: Instruction includes how the Northwest Ordinance of 1785 provided a mechanism for selling and settling the land and laid the foundations of land policy until passage of the Homestead Act of 1862. Clarification 3: Instruction includes the political issues regarding slavery that were addressed in the Northwest Ordinance of 1787. Clarification 4: Instruction includes the Three-Fifths Compromise as an agreement between delegates from the northern and the southern states in the Continental Congress (1783) and taken up anew at the United States Constitutional Convention (1787) that required three-fifths of the slave population be counted for determining direct taxation and representation in the House of Representatives. |
| SS.912.AA.2.7 | Analyze the contributions of founding principles of liberty, justice and equality in the quest to end slavery. Clarifications: Clarification 1: Instruction includes the principles found in historical documents (e.g., Declaration of Independence as approved by the Continental Congress in 1776, Chief Justice William Cushing’s notes regarding the Quock Walker case, Petition to the Massachusetts Legislature on January 13, 1777, Constitution of Massachusetts of 1780, Constitution of Kentucky of 1792, Northwest Ordinance of 1785, Northwest Ordinance of 1787, Southwest Ordinance of 1790, Petition from the Pennsylvania Society for the Abolition of Slavery of 1790, Petition of Free Blacks of Philadelphia 1800, United States Congress Act Prohibiting Importation of Slaves of 1808). Clarification 2: Instruction includes the contributions of key figures in the quest to end slavery as the nation was founded (e.g., Elizabeth “Mum Bett” Freeman, George Washington, Alexander Hamilton, Benjamin Franklin, John Jay). |
| SS.912.AA.2.8 | Examine the range and variety of specialized roles performed by slaves. Clarifications: Clarification 1: Instruction includes the trades of slaves (e.g., musicians, healers, blacksmiths, carpenters, shoemakers, weavers, tailors, sawyers, hostlers, silversmiths, cobblers, wheelwrights, wigmakers, milliners, painters, coopers). Clarification 2: Instruction includes the variety of locations slaves worked (e.g., homes, farms, on board ships, shipbuilding industry). |
| SS.912.AA.2.9 | Explain how early abolitionist movements advocated for the civil rights of Africans in America. Clarifications: Clarification 1: Instruction includes leading advocates and arguments for civil rights (e.g., John Jay, Alexander Hamilton, Benjamin Rush). Clarification 2: Instruction includes the abolitionist and anti-slavery organizations (e.g., Pennsylvania Abolition Society [PAS], New York Manumission Society [NYMS], Free African Society [FAS], Maryland Society for Promoting the Abolition of Slavery and the Relief of Free Negroes and Others Unlawfully Held in Bondage, Pennsylvania Society for Promoting the Abolition of Slavery). |
| SS.912.AA.2.10 | Evaluate the Abolitionist Movement and its leaders and how they contributed in different ways to eliminate slavery. Clarifications: Clarification 1: Instruction includes different abolitionist leaders and how their approaches to abolition differed (e.g., William Lloyd Garrison, Frederick Douglass, President Abraham Lincoln, Thaddeus Stevens, Sojourner Truth, Jonathan Walker, Albion Tourgée, Harriet Tubman, Harriet Beecher Stowe, William Wilberforce [United Kingdom], Vicente Guerrero [Mexico]). Clarification 2: Instruction includes how Abraham Lincoln’s views on abolition evolved over time. Clarification 3: Instruction includes the relationship between William Lloyd Garrison and Frederick Douglass and their respective approaches to abolition. Clarification 4: Instruction includes the efforts in the creation of the 13th Amendment. Clarification 5: Instruction includes different abolition groups and how they related to other causes (e.g., women’s suffrage, temperance movements). Clarification 6: Instruction includes the efforts of the American Colonization Society towards the founding of Liberia and its relationship to the struggle to end slavery in the United States. |
| SS.912.AA.2.11 | Describe the impact The Society of Friends had on the abolition of slavery. Clarifications: Clarification 1: Instruction includes the relationship between the Abolitionist Movement involving the Quakers in both England and the United States. Clarification 2: Instruction includes how the use of pamphlets assisted the Quakers in their abolitionist efforts. Clarification 3: Instruction includes key figures and actions made within the Quaker abolition efforts in North Carolina. |
| SS.912.AA.2.12 | Explain how the Underground Railroad and its conductors successfully relocated slaves to free states and Canada. Clarifications: Clarification 1: Instruction includes the leaders of the Underground Railroad (e.g., Harriet Tubman, Gerrit Smith, Levi Coffin, John Rankin family, William Lambert, William Still). Clarification 2: Instruction includes the methods of escape and the routes taken by the conductors of the Underground Railroad. Clarification 3: Instruction includes how the South tried to prevent slaves from escaping and their efforts to end the Underground Railroad. Clarification 4: Instruction includes how the Underground Railroad and the Abolitionist Movement assisted each other toward ending slavery. |
| SS.912.AA.2.13 | Explain how the rise of cash crops accelerated the growth of the domestic slave trade in the United States. Clarifications: Clarification 1: Instruction includes the regions where cotton was produced. Clarification 2: Instruction includes the purpose and impact of Eli Whitney’s cotton gin. Clarification 3: Instruction includes how the demand for slave labor resulted in a large, forced migration. Clarification 4: Instruction includes debates over the westward expansion of slavery (e.g., Louisiana Purchase, Missouri Compromise, Wilmot Proviso, Compromise of 1850, Kansas-Nebraska Act). |
| SS.912.AA.2.14 | Compare the actions of Nat Turner, John Brown and Frederick Douglass and the direct responses to their efforts to end slavery. |
| SS.912.AA.2.15 | Describe the effects produced by asylum offered to slaves by Spanish Florida. Clarifications: Clarification 1: Instruction includes the significance of Fort Mose as the first free African community in the United States and the role it and the Seminole Tribe played in the Underground Railroad. Clarification 2: Instruction includes the role of Florida and larger Gulf Coast region in the War of 1812 as the British offered liberation to slaves. |
| SS.912.AA.2.16 | Describe Florida colonies that existed between the colonial period through the acquisition of Florida with the Adams-Onís Treaty of 1819, which was called the Transcontinental Treaty and ratified in 1821. |
| BENCHMARK CODE | BENCHMARK |
| SS.912.AA.3.1 | Analyze the changing social and economic roles of African Americans during the Civil War and the Exodus of 1879. Clarifications: Clarification 1: Instruction includes the status of slaves, escaped slaves, and free blacks during the Civil War. Clarification 2: Instruction includes examining the roles and efforts of black nurses, soldiers, spies, scouts and slaves during the Civil War. Clarification 3: Instruction includes the significant roles of African Americans in the armed forces (e.g., 54th Massachusetts Volunteer Infantry, 13th U.S. Colored Troops, Buffalo Soldiers, Sgt. William Carney, Pvt. Cathay Williams, Harriet Tubman). Clarification 4: Instruction includes the establishment and efforts of the Freedman’s Bureau. Clarification 5: Instruction includes the Exodusters and their influence on American culture. |
| SS.912.AA.3.2 | Examine social contributions of African Americans post-Civil War. Clarifications: Clarification 1: Instruction includes how the war effort helped propel civil rights for African Americans from the early Civil Rights Movement (1865-1896) to the modern-day Civil Rights Movement, demanding the American promise of justice, liberty and equality (i.e., 13th Amendment, 14th Amendment, 15th Amendment). Clarification 2: Instruction includes the founding of Historically Black Colleges and Universities (HBCUs). Clarification 3: Instruction includes fraternal and sororal organizations. |
| SS.912.AA.3.3 | Examine the importance of sacrifices, contributions and experiences of African Americans during wartime from the Spanish-American War through the Korean War. Clarifications: Clarification 1: Instruction includes the contributions of African American soldiers during World War I. (e.g., 369th Infantry Regiment [Harlem Hellfighters], 370th Infantry Regiment, Sgt. Henry Johnson, Cpl. Freddie Stowers). Clarification 2: Instruction includes the heroic actions displayed by the Tuskegee Airmen during World War II. (e.g., Gen. Charles McGee, Gen. Benjamin O. Davis, Jr., Gen. Daniel “Chappie” James, Capt. Roscoe C. Brown, 1st Lt. Lucius Theus, Charles Alfred “Chief” Anderson, James Polkinghorne). Clarification 3: Instruction includes the contributions of African American women to World War I and World War II (e.g., 6888th Central Postal Directory Battalion [Six Triple Eight], Lt. Col. Charity Edna Adams, Addie W. Hunton, Kathryn M. Johnson, Helen Curtis). |
| SS.912.AA.3.4 | Evaluate the relationship of various ethnic groups to African Americans’ access to rights, privileges and liberties in the United States. Clarifications: Clarification 1: Instruction includes landmark United States Supreme Court Cases affecting African Americans (e.g., the Slaughter House cases, Yick Wo v. Hopkins, Plessy v. Ferguson). Clarification 2: Instruction includes the influence of white and black political leaders who fought on behalf of African Americans in state and national legislatures and courts. Clarification 3: Instruction includes how organizations, individuals, legislation and literature contributed to the movement for equal rights in the United States (e.g., Sojourner Truth, Frederick Douglass, Carter G. Woodson, Henry Beard Delany, Emma Beard Delaney, Hiram Rhodes Revels). Clarification 4: Instruction includes how whites who supported Reconstruction policies for freed blacks after the Civil War (white southerners being called scalawags and white northerners being called carpetbaggers) were targeted. |
| SS.912.AA.3.5 | Explain the struggles faced by African American women in the 19th century as it relates to issues of suffrage, business and access to education. Clarifications: Clarification 1: Instruction includes the role of African American women in politics, business and education during the 19th century (e.g., Mary B. Talbert, Ida B. Wells, Sojourner Truth: Ain’t I a Woman?). |
| SS.912.AA.3.6 | Describe the emergence, growth, destruction and rebuilding of black communities during Reconstruction and beyond. Clarifications: Clarification 1: Instruction includes the ramifications of prejudice, racism and stereotyping on individual freedoms (e.g., the Civil Rights Cases, Black Codes, Jim Crow Laws, lynchings, Columbian Exposition of 1893). Clarification 2: Instruction includes acts of violence perpetrated against and by African Americans but is not limited to 1906 Atlanta Race Riot, 1919 Washington, D.C. Race Riot, 1920 Ocoee Massacre, 1921 Tulsa Massacre and the 1923 Rosewood Massacre. Clarification 3: Instruction includes communities such as: Lincolnville (FL), Tullahassee (OK), Eatonville (FL). |
| SS.912.AA.3.7 | Examine economic developments of and for African Americans post-WWI, including the spending power and the development of black businesses and innovations. Clarifications: Clarification 1: Instruction includes leaders who advocated differing economic viewpoints (e.g., Marcus Garvey, Booker T. Washington, Tuskegee Institute, W.E.B. DuBois, National Association for the Advancement of Colored People [NAACP]). Clarification 2: Instruction includes the Double Duty Dollar Campaign as an economic movement to encourage community self-sufficiency. Clarification 3: Instruction includes the impact of Freedman’s Savings and Trust Company. Clarification 4: Instruction includes the contributions of black innovators, entrepreneurs and organizations to the development and growth of black businesses and innovations (e.g., National Negro Business League, National Urban League, Universal Negro Improvement Association [UNIA], NAACP, Annie Malone, Madame C.J. Walker, Negro Motorist Green Book, Charles Richard Patterson of C.R. Patterson & Sons, Suzanne Shank, Reginald F. Lewis). |
| SS.912.AA.3.8 | Examine political developments of and for African Americans in the post-WWI period. Clarifications: Clarification 1: Instruction includes landmark court cases affecting African Americans. Clarification 2: Instruction includes the ramifications of President Franklin D. Roosevelt’s New Deal (1933-1945) on African Americans. Clarification 3: Instruction includes the effects of the election of African Americans to national office (e.g., Oscar De Priest). |
| SS.912.AA.3.9 | Examine the various factors that led to and the consequences of the Great Migration. Clarifications: Clarification 1: Instruction includes the push and pull factors of the Great Migration. (e.g., race riots, socio-economic factors, political rights, how African Americans suffered infringement of rights through racial oppression, segregation, discrimination). Clarification 2: Instruction includes the Great Migration and its influence on American culture (e.g., political realignment and dealignment). Clarification 3: Instruction includes how the transition from rural to urban led to opportunities and challenges. (e.g., Emmett J. Scott: Letters of Negro Migrants, Jacob Lawrence: The Migration of the Negro, red-lining, 1935 Harlem Race Riot, broad increase in economic competition). |
| SS.912.AA.3.10 | Describe the Harlem Renaissance and examine contributions from African American artists, musicians and writers and their lasting influence on American culture. |
| SS.912.AA.3.11 | Examine and analyze the impact and achievements of African American women in the fields of education, journalism, science, industry, the arts, and as writers and orators in the 20th century. |
| SS.912.AA.3.12 | Analyze the impact and contributions of African American role models as inventors, scientists, industrialist, educators, artists, athletes, politicians and physicians in the 19th and early 20th centuries and explain the significance of their work on American society. |
| SS.912.AA.3.13 | Explain how WWII was an impetus for the modern Civil Rights Movement. Clarifications: Clarification 1: Instruction includes how WWII helped to break down the barriers of segregation (e.g., 1948 Executive Order 9981, Executive Order 8802 signed by President Franklin D. Roosevelt, Tuskegee Airmen, “Double V” campaign, James G. Thompson). |
| SS.912.AA.3.14 | Examine key figures and events from Florida that affected African Americans. Clarifications: Clarification 1: Instruction includes key events that occurred in Florida during the 19th century (e.g., Battle of Olustee). Clarification 2: Instruction includes early examples of African American playwrights, novelists, poets, actors, politicians and merchants (e.g., Jonathan C. Gibbs, Josiah Walls, Robert Meacham, Blanche Armwood, Mary McLeod Bethune, Harry T. Moore, Harriet Moore, James Weldon Johnson). Clarification 3: Instruction includes the settlements of forts, towns and communities by African Americans and its impact on the state of Florida post-Civil War (e.g., Fort Pickens, Eatonville, Lincolnville). |
| BENCHMARK CODE | BENCHMARK |
| SS.912.AA.4.1 | Analyze the influences and contributions of African American musical pioneers. Clarifications: Clarification 1: Instruction includes significant musical styles created and performed by African American musicians. |
| SS.912.AA.4.2 | Analyze the influence and contributions of African Americans to film. Clarifications: Clarification 1: Instruction includes Oscar Micheaux’s films as an influential component of the modern-era Civil Rights Movement and future film industry (e.g., Lincoln Motion Picture Company, George P. Johnson, Noble Johnson, Spike Lee, Sidney Poitier, Melvin Van Peebles, Julie Dash, William Packer, Hattie McDaniel). |
| SS.912.AA.4.3 | Examine the importance of sacrifices, contributions and experiences of African Americans during military service from 1954 to present. |
| SS.912.AA.4.4 | Analyze the course, consequence and influence of the modern Civil Rights Movement. Clarifications: Clarification 1: Instruction includes the early Civil Rights Movement (1865-1896) to the modern-era Civil Rights Movement and define the modern-era Civil Rights Movement as an economic, social and political movement from 1945 to 1968 (e.g., speeches, legislation, Dr. Martin Luther King Jr., John Lewis). Clarification 2: Instruction includes the events that led to the writing of the Civil Rights Act of 1964. Clarification 3: Instruction includes the March on Washington and its influence on public policy. |
| SS.912.AA.4.5 | Compare differing organizational approaches to achieving equality in America. Clarifications: Clarifications 1: Instruction includes the immediate and lasting effects of modern civil rights organizations (e.g., The National Association for the Advancement of Colored People [NAACP], Congress of Racial Equality [CORE], Southern Christian Leadership Conference [SCLC], Student Non-Violent Coordinating Committee [SNCC], Black Panther Party [BPP], Highlander Folk School, religious institutions). Clarification 2: Instruction includes different methods used by coalitions (i.e., freedom rides, wade-ins, sit-ins, boycotts, protests, marches, voter registration drives, media relations). |
| SS.912.AA.4.6 | Examine organizational approaches to resisting equality in America. Clarifications: Clarification 1: Instruction includes the immediate and lasting effects of organizations that sought to resist achieving American equality (e.g., state legislatures, Ku Klux Klan [KKK], White Citizens’ Councils [WCC], law enforcement agencies, elected officials such as the “Pork Chop Gang,” private school consortiums, Mississippi State Sovereignty Commission [MSSC]). Clarification 2: Instruction includes different methods used by coalitions (e.g., white primaries, acts of violence, unjust laws such as poll taxes, literacy tests, sundown laws, anti-miscegenation laws). Clarification 3: Instruction includes commentary on just and unjust laws (e.g., Letter from Birmingham Jail, I Have a Dream Speech, Chief Justice Earl Warren’s ruling opinion on Loving v. Virginia, commentary of Senator Everett Dirksen). |
| SS.912.AA.4.7 | Explain the struggles and successes for access to equal educational opportunities for African Americans. Clarifications: Clarification 1: Instruction includes how African Americans were impacted by the 1954 Brown v. Board of Education decision that overturned Plessy v. Ferguson. Clarification 2: Instruction includes Ruby Bridges, James Meredith, Little Rock Nine, 1971 Swann v. Charlotte-Mecklenburg Board of Education and 1978 Regents of the University of California v. Bakke. Clarification 3: Instruction includes the evolution of Historically Black Colleges and Universities (HBCUs) to include land grant status and liberal arts studies. Clarification 4: Instruction includes local court cases impacting equal educational opportunities for African Americans. |
| SS.912.AA.4.8 | Analyze the contributions of African Americans to the fields of science, technology, engineering and mathematics (STEM). |
| SS.912.AA.4.9 | Examine the key people who helped shape modern civil rights movement (e.g., Dr. Martin Luther King Jr., Claudette Colvin, Rosa Parks, Stokely Carmichael, Fannie Lou Hamer, Freedom Riders, A. Philip Randolph, Malcolm X, Justice Thurgood Marshall, Mamie Till Mobley, Diane Nash, Coretta Scott King, John Lewis, Medgar Evers). Clarifications: Clarification 1: Instruction includes local individuals in civil rights movements. |
| SS.912.AA.4.10 | Identify key legislation and the politicians and political figures who advanced American equality and representative democracy. Clarifications: Clarification 1: Instruction includes political figures who shaped the modern Civil Rights efforts (e.g., Arthur Allen Fletcher, President Dwight D. Eisenhower, President John F. Kennedy, President Lyndon B. Johnson, President Richard Nixon, Senator Everett Dirksen, Mary McLeod Bethune, Shelby Steele, Thomas Sowell, Representative John Lewis). Clarification 2: Instruction includes key legislation (i.e., Civil Rights Act of 1957, 1960, 1964, 1967 and 1972 Title VII, Voting Rights Act of 1965). |
| SS.912.AA.4.11 | Analyze the role of famous African Americans who contributed to the visual and performing arts (e.g., Florida Highwaymen, Marian Anderson, Alvin Ailey, Misty Copeland). |
| SS.912.AA.4.12 | Analyze economic, political, legal and social experiences of African Americans and their contributions and sacrifices to American life from 1960 to present. Clarifications: Clarification 1: Instruction includes the use of statistical census data between 1960 to present, comparing African American participation in higher education, voting, poverty rates, income, family structure, incarceration rates and number of public servants. Clarification 2: Instruction includes the Great Society’s influence on the African American experience. Clarification 3: Instruction includes but is not limited to African American pioneers in their field (e.g., President Barack Obama, Vice President Kamala Harris, Secretary of State Colin Powell, Secretary of State Condoleezza Rice, Justice Ketanji Brown Jackson, Justice Clarence Thomas, Representative Shirley Chisholm, Arthur Ashe, Ronald McNair). |
| SS.912.AA.4.13 | Examine key events and persons related to society, economics and politics in Florida as they influenced African American experiences. Clarifications: Clarification 1: Instruction includes events and figures relating to society, economics and politics in Florida (e.g., Florida Supreme Court Justice Joseph W. Hatchet, Florida Supreme Court Justice Peggy A. Quince, Gwen Cherry, Carrie Meek, Joe Lang Kershaw, Arnett E. Girardeau, Zora Neale Hurston, Alice Walker, A. Philip Randolph, Tallahassee Bus Boycott of 1956, Ax Handle Saturday, St. Augustine summer of 1964). Clarification 2: Instruction includes the integration of the University of Florida. Clarification 3: Instruction should include local people, organizations, historic sites, cemeteries and events. |
This report was generated by CPALMS - www.cpalms.org