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Collier County Public Schools
American History & American History Honors
Curriculum Document
Instructional Guide
Sunshine State Standards
Sample Performance Descriptions
Curricular Connections
Revised May 2011
Dr. Kamela Patton
Superintendent of Schools
THE DISTRICT SCHOOL BOARD OF COLLIER COUNTY
Julie Sprague, Chair
Roy M. Terry, Vice Chair
Barbara Berry, Member
Pat Carroll, Member
Kathleen Curatolo, Member
This report has been prepared by Collier County Public Schools.
Additional copies, if available, may be obtained by writing:
Collier County Public Schools
Report Number Coordinated by:
Wendy Hodgson
No Person shall, on the basis of race, national origin, sex, handicap, marital status, religion or age be excluded from participation in, be denied the benefits of, or be subjected
to discrimination under any education program or activity,or in any employment conditions or practices, conducted by the Collier County Public School System.
MISSION STATEMENT
The mission of the District School Board of Collier County is to provide high quality educational experiences enabling all students to
achieve their maximum potential in a safe, positive environment.
Questions or complaints regarding the Americans with Disabilities Act or Section 504 of the Rehabilitation Act of 1973 may be addressed
to the Office of Student Services, 5775 Osceola Trail, Naples, FL 34914, phone (239) 337-0001.
Page - 2
COLLIER DISTRICT SCHOOLS
American History Instructional Guide
TABLE OF CONTENTS
Introduction ………………………………………………………………………………. Page 4
Major District Initiatives …………………………………………………………………. Page 6
Florida Department of Education Course Code Descriptions ……………………………. Page 7
Explanation of Column Headings ………………………………………………………… Page 7
How to Read A Sunshine State Standard …………………………………………………. Page 8
Instruction Guide and Pacing Outline …………………………………………………….. Page 9 - 12
Sunshine State Standards and Benchmarks ……………………………………………….. Page 13 - 22
Appendix
List of Suggested Teacher Resources ……………………………………………… Page 23 - 25
List of Suggested Internet Sites …………………………………………………… Page 26 - 28
Florida Statute 233.061 “Required Instruction” …………………………………. Page 29
ESOL Strategy Checklist ……………………………………………………………. Page 30
Character Education Traits for Collier District Schools …………………………….
State Course Description …………………………………………………………….
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Introduction to all the Social Studies Curriculum Documents
“Helping each generation to rediscover the meaning
of liberty, justice – the words on the monuments –
is the perennial task of any society . . .”
John Gardner
The District School Board of Collier County, Florida is committed to a world class education for all its students. Social studies
prepares all students to understand and participate effectively in the modern world. Specific core curricula competencies are
integral to effective social studies instruction. They include students becoming problem identifiers and solvers, creative and
critical thinkers, information analyzers, effective communicators, and concerned citizens and proactive leaders who work
cooperatively with others. Such competencies are essential if our students are to meet the challenges of the twenty-first century.
Mary McFarland, past president of the National Council for the Social Studies, has stated, “Every child is going to occupy the
office of citizen. Every single one. This is critically important in understanding the role of elementary social studies.” The vision of
our founding fathers was not just a nation whose citizens participated in government, but rather an “informed” citizenry capable of
making the best decisions for themselves and posterity. For this reason it is vital that our students are engaged in the intensive
study of those disciplines comprising the social studies at each grade level. It also explains why the majority of the “required
instruction” mandates from the Florida legislature are concerned with the teaching of social studies content.
The Sunshine State Standards divides social studies into 4 strands (History, Geography, Economics, and Civics & Government.
Specific standards and benchmarks have been written to focus social studies instruction in these areas.
Both the American History and American History Honors courses are designed to complement the district’s middle school United
States History and high school World History program. The curriculum has been aligned to maximize the benefit of instructional
time and course objectives. The pacing guide for both American History courses reflects a major content emphasis on the 20th
Century. The period from 1945 to the present will require that teachers of American History present a more global perspective to
events than has been traditionally the case. This is vital due to the corresponding World History curriculum not devoting in-depth
coverage of the period following World War II.
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A major reason for revising the World and American History curricula was to make them more amenable to the current high school
schedule and to provide sufficient time for teachers to embed literacy strategies. As in the past, teachers of American History
Honors are expected to accelerate, expand and enrich the curriculum beyond the textbook and traditional instructional
approaches. The Instructional Guide includes many resources that teachers may find interesting, web sites for student research
and/or investigations, and examples of major student projects. Please note that in some cases the resources cited may NOT be
present in each school, but are recommended as exemplary sources of information or student activities. In the case of some
videos, teachers should note they must first follow district guidelines to secure administrative permission and/or parental consent
before students may view the material.
Before ending, some mention needs to be made about the suggested timelines and resources. The timeline needed to be flexible
in nature in order to accommodate state-wide testing in the spring and other events that normally affect instruction throughout the
year. For this reason, a number of FLEX days were made available for each course. Again, it is not expected that teachers will
be able to complete all the suggested activities or be able to use all the suggested resources. We encourage teachers, however,
to investigate with their peers which resources may be best suited to their needs and to attempt to secure these for their school. A
list of where to locate the resources has been included in the appendix.
Finally, as noted on our cover, this curriculum guide is a work in progress. It will be our intent to continue to modify and improve
the guide so that it may be of value to teachers, not only now, but in the future as well.
This Social Studies Curriculum Guide is meant to be a guide for teachers and other curriculum planners. It is not a script, a
cookbook, or a mandate. It will help educators in defining the social studies content and skills for students in classrooms. It
describes the “what” and gives some suggestions as to the “how” of teaching social studies.
Feel free to contact Wendy Hodgson, Coordinator of Social Studies (239) 377-0097 if you would like to have more information
about social studies education.
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MAJOR DISTRICT INITIATIVES
The District School Board of Collier County has embarked upon a number of major initiatives. These are the incorporation of
instructional technology into each classroom; the development of an integrated character education curriculum aligned along
seven distinct district character traits; and helping students to understand and appreciate the diverse character of our region,
country and world.
CHARACTER EDUCATION: The social studies classroom provides excellent opportunities for reinforcing the CCPS character
traits. Students of social studies should:
Respect others and their contributions to learning social studies.
Exhibit responsibility for learning social studies.
Show kindness and charity toward others in their learning of social studies.
Persevere in their study of social studies.
Exercise self-control in the learning of social studies.
Be honest in their social studies work.
Demonstrate fairness and integrity in their interactions with others.
Exhibit the attributes of good citizenship and display appropriate patriotism.
Practice forgiveness and demonstrate a caring disposition in their relation to others.
Demonstrate tolerance and cooperation in their social studies work.
DIVERSITY: Children must understand and appreciate the differences among people. They must feel valued and value others.
The social studies classroom should foster such understandings, appreciations, and values. The social studies classroom should
promote awareness of the many contributions to social studies by various cultures. Learning social studies means working
cooperatively with others. Development of critical thinking and problem solving skills, which are essential to the study and
application of social studies, have application to daily living and should be fostered in the classroom.
INSTRUCTIONAL TECHNOLOGY: Whenever possible, websites and software programs have been incorporated into the guide
itself. Please refer to the appendix for more information about the above initiatives and the district’s Technology Foundations
Standards for Students.
Page - 6
FLORIDA DEPARTMENT OF EDUCATION COURSE DESCRIPTIONS
FOR SOCIAL STUDIES COURSES
Copies of the State Curriculum Course Descriptions may be found on the Internet at:
http://data.fldoe.org/crsCode/default.cfm?action=subject&level=912&categoryID=35
EXPLANATION OF COLUMN HEADINGS
Beneath each grade level strand and standard are five columns. These are headed: (1) Days (2) Topic/Theme/Concept (3)
Suggested Activities (4) Suggested Resources, and (5) State Standards.
(1) & (2) The number of days for each topic represents the best thinking of the writing team for how the content may be
adequately addressed. Teachers must identify the key or essential understandings associated with each topic and provide
instruction that is appropriate to the age and learning strengths of all students. This curriculum guide is intended to be
flexible in nature and should be taught in connection with other subject areas.
(3) The Suggested Activities have been more fully addressed in the appendix of this document.
(4) The “Suggested Resources” column contains contain information about web sites, software programs, book titles, video
programs and other resources and have been correlated to the Sunshine State Standards in the last column. Please refer
to the appendix for information on how to locate the resource.
(5) The state standards column is presented here in order to quickly give teachers an indication of the scope of content
coverage required by the Florida Department of Education. A more complete listing of these standards with additional
examples of how students may be able to demonstrate mastery is provided later in this document.
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HOW TO READ THE SUNSHINE STATE STANDARDS
WHAT ARE THE SUNSHINE STATE STANDARDS? They are high levels of expectations for student achievement in Florida for
which the state will hold public schools accountable. Standards identify what students should know and be able to do after they complete
grades PreK-2, 3-5, 6-8, and 9-12.
WHYARE THE STANDARDS IMPORTANT? They give parents, students, teachers, and administrators a clear picture of what is
expected to be accomplished in school. Since the Standards are established for four developmental levels, the continuous progress of
students can be monitored automatically as they develop from pre-schoolers to high school graduates.
HOW ARE THE STANDARDS ORGANIZED? The Sunshine State Standards are organized by subject area, strands, standards, levels,
benchmarks and now, grade level expectations (GLEs):
Strand – a label for a category of knowledge, such as reading, math, or economics
Standard – a description of general expectations regarding knowledge and skill development within a strand
Benchmark – a statement of expectations about student knowledge and skill at the end of one of four developmental levels (PreK-2, 3-5, 6-8,
9-12). GLEs reflect even more specific expectations and are suggestions for each grade level.
Strands help to organize the vast amount of information to be learned in a subject area. Each of the strands contains one or more standards. The
most specific and important levels of information are the benchmarks and GLEs. Benchmarks translate the general standards into expectations
at different levels of student development. Within a standard, one would expect high school students to be performing differently from primary
students. The benchmarks describe these differing levels of expectations.
HOW ARE THE STANDARDS CODED? For easy reference, each strand, standard, and benchmark has been assigned a unique
identification code. For example:
SS. A. 2. 2. 1. 1
Subject Area Grade Level Expectation
Strand Benchmark
Standard Level
The first two letters of the code identify the subject area (e.g., LA for language arts; SS for social studies; MA for Math, etc). The
3rd letter identifies the strand; the number in 4th position identifies the general standard under the strand; the number in the 5th
position identifies the developmental level; the 6th number identifies the benchmark under the grade cluster within the strand; and
the very last number, if present, refers to the respective GLE for the developmental benchmark.
Note: GLEs do not exist for high school courses.
Page - 8
Collier County Public Schools
American History: Instructional Guide and Course Pacing Outline (Revised May 2011)
Teachers are to implement one or more of the following activities in the honors level program: have students complete a properly documented historical
research paper, conduct appropriate outside readings pertaining to United States history, and / or participate in one or more National History Day activities.
DAYS TOPIC / SUGGESTED ACTIVIES SUGGESTED RESOURCES STATE
Subtopic(s) (* = see appendix for more information) (* = see appendix for more information) STANDARDS
11 I. REVIEW Timeline Activity Ch. 1-7 Reg. Ch. 1-12 Hon. S.S.A.1.4.1 – 1.4.5
Documents Group writing story based on major topics Regular Text: Glencoe The American Republic Since S.S.A.4.4.1 – 4.4.6
Manifest Destiny Write a school constitution and compare 1877 S.S.B.1.4.1 – 1.4.3
Civil War Compare Causes of the Revolution & Civil War S.S.C.2.4.2 – 2.4.7
Reconstruction (use as FCAT reading/writing assignment) Honors Text: McDougal Littell: The Americans S.S.D.2.4.3
10 II. AMERICAN WEST RAFT Activity * Ch. 8 Reg. Ch. 13 Hon. SS.A.1.4.1
Ethnocentrism Mapping exercise – tribal lands, RR, Cattle Video – Trains SS.A.1.4.3
Cultures Trails, topography, etc. Video – Dances With Wolves SS.A.1.4.4
Migration Activity * www.nationalgeographic.com/expeditions SS.B.1.4.1
“The Great Plains: A Harsh Welcome . . .” * A Century of Dishonor by Helen Hunt Jackson SS.B.2.4.1
Evaluate Euro-American domination (FCAT) SS.B.2.4.5
SS.C.2.4.2
SS.C.2.4.3
10 III. INDUSTRIALIZATION Portfolio Activity Ch. 9 Reg. Ch. 14 Hon. SS.A.1.4.1 – 1.4.4
Railroads Visual Mapping Exercise SS.A.5.4.1
Labor Assembly Line Role Play Activity SS.D.1.4.1
Rockefellar FCAT Math Opportunity in comparing charts, SS.D.2.4.1 – 2.4.4
graphs and other data from this period
10 IV. IMMIGRATION Compare push/pull factors with today Ch. 10, 11 Reg. Ch. 15, 16 Hon. SS.A.1.4.1 – 1.4.4
Urbanization Compare patterns, push/pull factors with today Video – Far & Away SS.A.1.4.4
Political Issues Write letter “home” describing US, people, major Video – Irish in America SS.B.1.4.1 – 1.4.3
issues confronting the nation (FCAT) SS.B.2.4.5
SS.C.1.4.4
SS.C.2.4.1 – 2.4.7
SS.D.2.4.1
11 V. PROGRESSIVISM Travel brochure / visit to turn of the century as a Ch. 12, 13 Reg. Ch. 17, 18 Hon. SS.A.1.4.1 – 1.4.4
Imperialialism Technology Project * The Jungle SS.B.1.4.1
T. Roosevelt Chart a comparison of political parties then & now Photo Collection – child labor SS.B.2.4.1 – 2.4.3
National Parks Spreadsheet A&E Biography – T. Roosevelt SS.C.1.4.1 – 1.4.4
Poster / Partner Project * Video – The Rough Riders SS.C.2.4.3 – 2.4.4
Create a map of colonies and regions around the MS Publisher / Digital Cameras SS.C.2.4.7
world to show European domination – Groupwork Kids on Strike by Susan Bartoletti SS.D.2.4.2 – 2.4.4
Online lesson plan SS.D.2.4.6
Analyze problems & solutions of the era (FCAT)
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DAYS TOPIC / SUGGESTED ACTIVIES SUGGESTED RESOURCES STATE
Subtopic(s) (* = see appendix for more information) (* = see appendix for more information) STANDARDS
11 VI. WORLD WAR I Groupwork charting countries on maps Ch. 14 Reg. Ch. 19 Hon. SS.A.1.4.1 – 1.4.4
Trench Warfare Simulation – History Alive Video – Gallipoli SS.A.3.4.9
Point of View writing Treaty of Versailles Video – All Quiet on the Western Front SS.A.5.4.3
Map work – before and after the war Article – “Balkans Cursed by History” SS.B.1.4.1 – 1.4.2
Regional groupwork on the impact of WWI Women, War, and Work by Maureen Greenwald SS.B.2.4.1 – 2.4.4
Chart – development of weapons of war by nations SS.C.1.4.1
Essay on “Balkans Cursed By History” (FCAT) SS.C.2.4.2
SS.D.2.4.3
SS.D.2.4.6
10 VII. ROARING TWENTIES “Main Street” Literature Project Ch. 15, 16 Reg. Ch. 20, 21 Hon. SS.A.1.4.1 – 1.4.4
Socialism Poetry, Music, Art in the Harlem Renaissance Video – History of the KKK SS.A.3.4.8 – 3.4.9
Economics Compare Music then and now Video – The Color Purple SS.A.5.4.2 – 5.4.4
Isolationism Now and Then Comparison Project * (FCAT) American Stories – Tape 3 SS.B.1.4.1 – 1.4.5
The Great Gatsby – by F. Scott Fitzgerald SS.B.2.4.1
SS.C.2.4.1 – 2.4.2
SS.D.1.4.1 – 1.4.2
SS.D.2.4.1 – 2.4.2
SS.D.2.4.4 – 2.4.5
11 VIII. GREAT DEPRESSION Unemployment Simulation Ch. 17, 18 Reg. Ch. 22, 23 Hon. SS.A.1.4.1 – 1.4.4
The New Deal Stock Market Crash, depression activity The Americans - p. 640 – “Their eyes . . .” SS.A.3.4.8 – 3.4.9
Bonus Army Debate Hard Times by Studs Terkel SS.A.5.4.2 – 5.4.4
Research contemporary homeless problems To Kill A Mockingbird by Harper Lee SS.B.1.4.1 – 1.4.5
“Alphabet Soup” Chart of New Deal Programs SS.B.2.4.1
Compare gov’t programs to aid the poor then & SS.C.1.4.3 – 1.4.4
now (FCAT) SS.C.2.4.1
FCAT Questions on primary source documents SS.C.2.4.5 – 2.4.6
SS.D.2.4.1 – 2.4.6
2 MID TERM EXAMINATION
Total Number of Planned Days – 84; Flex Days - 3
23 IX. WORLD WAR II Cause / Effect Chart Ch. 19, 20 Reg. Ch. 24, 25 Hon. SS.A.1.4.1 – 1.4.4
Totalitarianism Poster Activity / Newspaper Video – Escape From Sobibor SS.A.5.4.5 – 5.4.8
Holocaust Holocaust Museum Video – Saving Private Ryan SS.B.1.4.1 – 1.4.5
Atomic Age Map World – New nations Video – Cartoons Go to War SS.B.2.4.1 – 2.4.2
Superpowers Chart Weapons of War Video – Schindler’s List SS.C.1.4.3 – 1.4.4
Guest Speaker (Veterans groups, Abe Price) Video – Memphis Belle SS.C.2.4.1 – 2.4.5
Online Exploration Video – Tuskegee Airmen SS.D.2.4.5
“Return to Midway” lesson www.nationalgeographic.com/midway/index.html SS.D.2.4.5 – 2.4.6
World War II Causes Lesson * Night by Elie Wiesal
FCAT type Essay
Page - 10
DAYS TOPIC / SUGGESTED ACTIVIES SUGGESTED RESOURCES STATE
Subtopic(s) (* = see appendix for more information) (* = see appendix for more information) STANDARDS
10 X. COLD WAR & 1950s Regional Groupwork Ch. 21-23 Reg. Ch. 26-28 Hon. SS.A.1.4.1 – 1.4.4
Suez Crisis Cult of Domesticity Video – Failsafe SS.A.5.4.5 – 5.4.8
Chinese Civil War Mapping Activity – East & West Video – The Day After SS.B.1.4.1 – 1.4.5
Space Race Chart Values – Communism vs. Americanism Video – From the Earth to the Moon SS.B.2.4.1 – 2.4.3
JKF Guest Speaker – (Korean war vet, Peace Corps, Video – The Crucible SS.C.1.4.3 – 1.4.4
Foreign Service, etc.) Video – The Cold War (CNN) SS.C.2.4.1 – 2.4.7
McCarthy Activity – History Alive Video – Bay of Pigs/CMC. (History Channel) SS.D.2.4.3 – 2.4.6
Post-nuclear war survival lesson (FCAT) * http://ofcn.org/cyber.serv/academy/ace/soc/high.html
Eisenhower & the Cold War by Robert Devine
12 XI. CIVIL RIGHTS Roleplay Segregation Activity – Voter registration Ch. 24 Reg. Ch. 29 Hon. SS.A.1.4.1 – 1.4.4
Segregation discrimination or something similar to that done in Video – Eye of the Storm SS.A.5.4.6 – 5.4.8
MLK the Video “Eye of the Storm” Video – Eyes on the Prize SS.B.1.4.1 – 1.4.5
Groupwork on Leaders – National and World Video – The Ernest Green Story SS.B.2.4.1 – 2.4.3
Compare tactics – M.L. King & Malcom X (FCAT) 1965 Alabama Literacy Test SS.C.1.4.3 – 1.4.4
Guest Speaker Coming of Age in Mississippi by Ann Moody SS.C.2.4.1 – 2.4.7
Timeline Activity SS.D.2.4.3 – 2.4.6
Interviews – Oral History Assignment
Compare movements in US & India (FCAT)
10 XII. VIETNAM Map Activity Ch. 25 Reg. Ch. 30 Hon. SS.A.1.4.1 – 1.4.4
Global Crisis of 1968 Timeline Activity Video – Letters Home SS.A.5.4.6 – 5.4.8
Compare with WWII, Gulf War (FCAT) Video – 1968 (VH1 – Behind the Music) SS.B.1.4.1 – 1.4.5
Guest speaker “Declaration of Independence” for N. Vietnam SS.B.2.4.1 – 2.4.4
Music analysis Courtroom testimony from the Trial of Lt. Calley SS.C.1.4.3 – 1.4.4
Mock Trial of Lt. Calley 1984 by George Orwell SS.C.2.4.1 – 2.4.7
SS.D.2.4.2 – 2.4.6
10 XIII. 1970’s Watergate Timeline Ch. 26, 27 Reg. Ch. 31, 32 Hon. SS.A.1.4.1 – 1.4.4
Nixon Embargo/Scarcity Activity * Video – All the President’s Men SS.A.5.4.6 – 5.4.8
Social changes Guest Speaker TV Miniseries – The 1970’s SS.B.1.4.1 – 1.4.5
Freedom of Press Activity * Conflict and Compromise in the 60’s & 70’s by Duane SS.B.2.4.1 – 2.4.3
Exploring Alaska – Alaska Online Activity go to Cummins SS.C.1.4.3 – 1.4.4
nationalgeographic.com SS.C.2.4.1 – 2.4.7
Chart cause/effects of global conflicts (FCAT) SS.D.2.4.3 – 2.4.6
Page - 11
DAYS TOPIC / SUGGESTED ACTIVIES SUGGESTED RESOURCES STATE
Subtopic(s) (* = see appendix for more information) (* = see appendix for more information) STANDARDS
12 XIV. 1980’s Timeline Activity Ch. 28 Reg.; Ch. 33 Hon. SS.A.1.4.1 – 1.4.4
Reagan Guest Speaker – Time / Life Video series SS.A.3.4.8 – 3.4.9
Global Interdependence Regional Groupwork – fall of Communism Sleepwalking Through History by Harold Johnson SS.A.5.4.2 – 5.4.4
Music Activity (We Didn’t Start the Fire) * SS.A.5.4.8
Middle East Online Activity SS.B.1.4.1 – 1.4.5
Global Interdependence Activity * SS.B.2.4.1
Analyze effects of Iran hostages on 1980 election SS.C.1.4.4
(FCAT) SS.C.2.4.1 – 2.4.2
SS.D.2.4.1 – 2.4.4
13 XV. 1990’s / Today SPERT – Gulf War activity * Ch. 29 Reg.; Ch. 34 Hon. SS.A.1.4.1 – 1.4.4
the New World Order? Chart political changes – elections of 1992, 1994 Video – 45 / 85 SS.A.5.4.7 – 5.4.8
Information Age Immigration issues revisited Video Series – Gulf War (ABC) SS.B.1.4.1 – 1.4.4
9/11/01 Guest Speaker Preparing for the 21st Century by Paul Kennedy SS.B.2.4.1 – 2.4.3
NAFTA SS.C.1.4.4
Persuasive essay on the pros & cons of military SS.C.2.4.3 – 2.4.5
spending (FCAT) SS.D.2.4.1 – 2.4.6
End of Course Assessment – April 30 – June 1, 2012
Total Number of Planned Days – 90; Flex Days - 3
Page - 12
Florida Sunshine State Standards
Standard Strand A The student understands historical chronology and the historical perspective.
1 American History – American History Honors
Level Number Benchmark Sample Performance Descriptions Goal 3
The student: The student: Standards
10-11 SS.A.1.4.1 understands how ideas and beliefs, decisions, and chance events works in a small group to research the way in 1,2,4,5,
have been used in the process of writing and interpreting history. which the United States has been viewed during 6,8,9,10
a particular time period (e.g., Westward
Movement, Imperialism, The Great Depression).
The group should report its findings in a
presentation.
10-11 SS.A.1.4.2 identifies and understands themes in history that crosses scientific, analyzes the failure of institutions over time to 1,2,4,10
economic, and cultural boundaries. adequately confront serious problems resulting
from the relocation of peoples
analyzes a major global trend, such as 1,2,4,6,10
immigration, by identifying connections among
individuals, ideas, and events within and across a
region or a span of time.
10-11 SS.A.1.4.3 evaluates conflicting sources and materials in the interpretation of a examines books, websites, newspaper or 1,2,4,6,10
historical event or episode. magazines from different countries that report on
the same event
10-11 SS.A.1.4.4 uses chronology, sequencing, patterns, and periodization to
examine interpretations of an event.
Standard Strand A The student understands Western and Eastern civilization since the Renaissance.
3 American History – American History Honors
Level Number Benchmark Sample Performance Descriptions Goal 3
The student: The student: Standards
10-11 SS.A.3.4.3 understands the significant economic, political, and cultural explores the impact of trade on the motivations 1,2,4,10
interaction among the people of Africa, Europe, Asia, and the of explorers, on migration and settlement
Americas during the Age of Discovery and the European patterns in the New World, on the rise of
expansion. mercantilism, and on the expansion of slavery.
The student analyzes the perspectives of those
groups who were voluntarily or involuntarily
involved in trade and discusses the advantages
and disadvantages of trade for each group.
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Level Number Benchmark Sample Performance Descriptions Goal 3
The student: The student: Standards
10-11 SS.A.3.4.8 understands the effects of the Industrial Revolution. with other students in a small group, selects one 1,2,4,5,8,9
of the following topics to discuss in an oral
presentation:
the rise of industrial economies and the link to
imperialism and colonialism
scientific and technological changes
the emergence of economic systems of
capitalism and free enterprise
(these are just examples)
10-11 SS.A.3.4.9 analyzes major historical events of the first half of the 20 th Research Project
century.
Standard Strand A The student understands U.S. History to 1880.
4 American History – American History Honors
Level Number Benchmark Sample Performance Descriptions Goal 3
The student: The student: Standards
10-11 SS.A.4.4.1 understands the economic, social, and political interactions compares the economic and cultural 1,2,4,10
between Native American tribes and European settlers during the characteristics of Native American tribes and the
Age of Discovery motives and strategies of the explorers and
settlers.
10-11 SS.A.4.4.2 understands how religious, social, political, and economic chooses a group of immigrants to the colonies 1,2,4
developments shaped the settlement patterns of the North and researches the problems they encountered
American colonies. once they arrived in the colonies. The student
then writes a paper that discusses how this group
overcame the problems it faced and how or if it
evolved to the present day.
10-11 SS.A.4.4.3 understands the significant military and political events that took write a paper that discusses the Declaration of 1,2,4,10
place during the American Revolution Independence and its relevance in past and
present society.
10-11 SS.A.4.4.4 understands the political events that defined the Constitutional compares the Articles of Confederation with the 1,2,4,10
period. new Constitution. The student then makes an
oral presentation in which he or she discusses the
similarities and differences between the two
documents.
Page - 14
Level Number Benchmark Sample Performance Descriptions Goal 3
The student: The student: Standards
10-11 SS.A.4.4.5 understands the political events that defined the Constitutional write a paper analyzing the Constitutional 1,2,4,11
period Convention, including the leadership of James
Madison and George Washington; the struggle
for ratification, the Federalist Papers and the
arguments of the Anti-Federalists; and the
addition of the Bill of Rights.
10-11 SS.A.4.4.6 understands the significant political events that took place during with other students, assumes the roles of 1,2,4
the early national period Supreme Court Justices in discussing decisions
that affected the interpretation of the
Constitution.
Standard Strand A The student understands U.S. History from 1880 to the present day.
5 American History – American History Honors
Level Number Benchmark Sample Performance Descriptions Goal 3
The student: The student: Standards
10-11 SS.A.5.4.1 knows the causes of the Industrial Revolution and its economic, chooses an economic, political, and or cultural 1,2,4,7
political, and cultural effects on American society. effect of the Industrial Revolution and presents
an oral report that describes how it changed life
around the turn of the century and how it
continues to affect life our society.
10-11 SS.A.5.4.2 understands the social and cultural impact of immigrant groups describes ethnic conflict and discrimination as it 1,2,4,7
and individuals on American society after 1880s. has affected a particular immigrant group. 8,9,10
10-11 SS.A.5.4.3 understands significant events leading up to the United States explains the reasons for the declining role of 1,2,4,7, 10
involvement in World War I and the political, social, and Great Britain and the expanding role of the
economic results of that conflict in Europe and the United States. United States in world affairs.
10-11 SS.A.5.4.4 understands social transformations that took place in the 1920’s writes an essay describing how the Depression 1,2,4,7
and 1930’s, the principal political and economic factors that led to affected a family in a specific part of the United
the Great Depression, and the legacy of the Depression in States and explain how specific government
American society. policies designed to counteract the effects of the
depression impacted this family.
Page - 15
Level Number Benchmark Sample Performance Descriptions Goal 3
The student: The student: Standards
10-11 SS.A.5.4.5 knows the origins and effects of the involvement of the United constructs an argument that supports or critiques 1,2,4,
States in World War II. the decision to use the atomic bomb on 7,9,10
Hiroshima at the close of World War II. The
student identifies the criteria upon which to base
the argument, gathers information from a variety
of sources or supports the ideas, and addresses a
variety of different perspectives on this event.
10-11 SS.A.5.4.6 understands the political events that shaped the development of using the following events, participates in a 1,2,4,7
United States foreign policy since World War II and know the mock debate in which students discuss the
characteristics of that policy. effectiveness of United States foreign policy
since Would War II:
the origins and both foreign and domestic
consequences of the Cold War;
communist containment policies in Europe, Latin
America, and Asia;
the strategic and economic factors in Middle
East Policies;
with South Africa and other African nations;
the collapse of communism and the end of the
Cold War.
10-11 SS.A.5.4.7 understands the development of federal civil rights and voting examines and describes civil rights 1,2,4,7
rights since the 1950’s and the social and political implications of demonstrations and related activities leading to
these events. desegregation of public accommodations,
transportation, housing, and employment.
10-11 SS.A.5.4.8 knows significant political events and issues that have shaped compares conservative and liberal economic 1,2,4,10
domestic policy decisions in contemporary America. strategies.
explains current patterns in Supreme Court
decisions and evaluates the impact of these 1,2,4,10
patterns
Page - 16
Standard Strand B The student understands the world in spatial terms.
1 American History – American History Honors
Level Number Benchmark Sample Performance Descriptions Goal 3
The student: The student: Standards
10-11 SS.B.1.4.1 uses a variety of maps, geographic technologies including develops maps to illustrate how population 1,2,4
geographic information systems and satellite-produced imagery, density varies in relationship to resources and
and other advanced graphic representations to depict geographic types of land use.
problems.
develops maps, tables, graphs, and charts to 1,2,3,4
depict the geographic implications of current
world events.
10-11 SS.B.1.4.2 understands the advantages and disadvantages of using maps from works in small groups to discuss how maps 1,2,4,8
different sources and different points of view. developed by the media, business, government,
industry and the military might differ in their
depictions of how a recently closed military
installation could be used for civilian purposes.
10-11 SS.B.1.4.3 uses mental maps of physical and human features of the world to prepares maps that indicate the approximate 1,2,4
answer complex geographic questions locations of different political cultures in the
US in order to predict voting patterns
10-11 SS.B.1.4.4 understands how cultural and technological characteristics can link finds examples of how various technologies 1,2,4,6,7,10
or divide regions. have been used to reinforce nationalistic or
ethnic elitism, cultural separateness and /or
independence in different places in the world
and discusses with others how these factors
have led to the division of regions.
10-11 SS.B.1.4.5 understands how various factors affect people’s mental maps. develops and conducts a survey to illustrate 1,2,3,4,6,10
how differences in life experiences, age and
gender influence people'’ housing preferences
or their view of public transportation in a city
and posts the results.
Page - 17
Standard Strand B The student understands the interactions of people and the physical environment.
2 American History – American History Honors
Level Number Benchmark Sample Performance Descriptions Goal 3
The student: The student: Standards
10-11 SS.B.2.4.1 understands how social, cultural, economic, and environmental participates in a group discussion about how 1,2,4,8,10
factors contribute to the dynamic nature of regions. technological advances have led to increasing
interaction among regions.
10-11 SS.B.2.4.2 understands past and present trends in human migrations and works with a partner to examine how social, 1,2,3,4,10
cultural interactions and their impact on physical and human economic, political, and environmental factors
systems. have influenced migration and cultural
interaction in a selected area and organizes the
information into a written report including
illustrative charts, graphs, or tables where
appropriate.
10-11 SS.B.2.4.3 understands how the allocation of control of the Earth’s surface uses world maps to examine how control of 1,2,4
affects interactions between people in different regions. various areas on Earth has affected free-trade
agreements.
10-11 SS.B.2.4.4 understands the global impacts of human changes in the physical participates in a debate regarding how human 1,2,4,5,6,7,
environment. activities have or have not led to tropical soil 8, 9
degradation, habitat destruction, air pollution or
global warming.
10-11 SS.B.2.4.5 knows how humans overcome “limits to growth” imposed by investigates how people who live in naturally 1,2,4,7,8,10
physical systems. hazardous regions use technology and other
adaptation techniques to thrive in their
environments and compares his or her findings
with those of other students.
Page - 18
Standard Strand C The student understands the structure, functions, and purpose of government and how the principles and values
1 of American democracy are reflected in American Constitutional government.
American History – American History Honors
Level Number Benchmark Sample Performance Descriptions Goal 3
The student: The student: Standards
10-11 SS.C.1.4.1 understands the nature of political authority and the nature of the selects examples of constitutional democracies 1,2,4,5,8,
relationship between government and civil society in limited and totalitarian regimes and discusses in small 9
governments (e.g., constitutional democracies), and unlimited groups their similarities and differences.
governments (e.g., totalitarian regimes).
10-11 SS.C.1.4.2 understands the ideas that led to the creation of limited government writes a report about a writer whose ideas 1,2,4
in the United States (e.g., ideas of natural rights philosophy, and the influenced the creation of limited government in
concept of popular sovereignty). the United States
10-11 SS.C.1.4.3 understands how the overall design and specific features of the participates in a mock debate in which one half of 1,2,4,5,8,
Constitution prevent the abuse of poser by aggregating power at the the class argues for the benefits of a Federalist 9
national, state, and local levels; dispersing power among different system of political organization and the other half
levels of government; and using a system of checks and balances argues against a Federalist system
(e.g., federalism).
10-11 SS.C.1.4.4 understands the role of special interest groups, political parties, outlines the development of political parties in the 1,4
media, public opinion, and majority/minority conflicts on the U.S., and evaluates their role in resolving
development of public policy and the political process. contributing to conflicts between
majority/minority groups.
Standard Strand C The student understands the role of the citizen in American democracy.
2 American History – American History Honors
Level Number Benchmark Sample Performance Descriptions Goal 3
The student: The student: Standards
10-11 SS.C.2.4.1 develops and defines his or her own political beliefs and tendencies compares his or her political viewpoints on 1,2,4
national, state, and local issues with those of the
majority at each level and with peers, and
develops a rational for the support of those views
10-11 SS.C.2.4.2 assesses the role that his or her own political behavior plays in determines ways in which he or she may affect 1,2,4
determining the flow of power through our political system and for the political decision-making process, and
resolving conflicts in a pluralistic society recognize and apply the rules of resolving
conflicts in a pluralistic society
Page - 19
Level Number Benchmark Sample Performance Descriptions Goal 3
The student: The student: Standards
10-11 SS.C.2.4.3 understands issues of personal concern: the rights/responsibilities of develops generalizations about sources of political 1,2,4
the individual under the U.S. Constitution; the importance of civil power in the community, state, and nation.
liberties; the role of conflict resolution and compromise; and issues
involving ethical behavior in politics.
10-11 SS.C.2.4.4 understands the distinction between citizens and non-citizens works in a small group to create a chart that 1,2,4,5,6,
(aliens) and the process by which aliens may become citizens. explains the distinctions between citizens and 8,9
non-citizens (e.g., rights and responsibilities).
10-11 SS.C.2.4.5 understands how personal, political, and economic rights are secured writes an essay explaining all of the ways that a 1,2,4
by constitutional government and by such means as the rule of law, particular personal, political, or economic right is
checks and balances, and an independent judiciary , and a vigilant secured (e.g., the right to be secure against
citizenry. unreasonable searches and seizures).
10-11 SS.C.2.4.6 understands the argument that personal, political, and economic constructs support for or against the notion that 1,2,4
rights reinforce each other. poverty, unemployment, and urban decay serve to
limit both political and economic rights.
10-11 SS.C.2.4.7 knows the points at which citizens can monitor or influence the writes a letter to one of his or her representatives 1,2,4,7
process of public policy formation. and expresses his or her views about an issues of
personal concern
Standard Strand D The student understands how scarcity requires individuals and institutions to make choices about how to use
1 available resources.
American History – American History Honors
Level Number Benchmarks Sample Performance Descriptions Goal 3
The student: The student: Standards
10-11 SS.D.1.4.1 understands how many financial and nonfinancial factors (e.g., Interviews three people in different jobs and/or 1,2,4,7
cultural traditions, profit, and risk) motivate consumers, producers, career paths and determine the important factors
workers, savers, and investors to allocate their scarce resources motivating each person to choose his or her
differently. particular job or career path. Then, using this
information, the student explains how various
financial and nonfinancial factors affect a
person’s occupational choice
explains the difference between the
neighborhood fire department and the
neighborhood grocery store in terms of goods
and services provided, ownership, and the role
of profit.
Page - 20
Level Number Benchmarks Sample Performance Descriptions Goal 3
The student: The student: Standards
10-11 SS.D.1.4.2 understands credit history and the positive and negative impacts with other students in a small group, creates a 1,2,3,4,8
that credit can have on an individual’s financial life. possible credit history for an individual. Each
member of the group takes this credit history
and interviews some type of loan officer (e.g., a
loan officer at a bank or a finance manager at a
furniture store) to determine the effects that
credit history can have on future credit. Then
the group compares their findings and draws
general conclusions about the role of credit
history.
Standard Strand D The student understands the characteristic of different economic systems and institutions.
2 American History – American History Honors
Level Number Benchmarks Sample Performance Descriptions 1,2,4,7
The student: The student:
10-11 SS.D.2.4.1 understands how wages and prices are determined in market, describes how setting the relative pay for 1,2,3,4,6,7,
command, tradition-based, and mixed economic systems and how dentists and for electricians would be handled 8,9,10
economic systems can be evaluated by their ability to achieve in command, traditional-based, and market
broad social goals such as freedom, efficiency, equity, security, and economies. The student then discusses with
growth. others how each of these economic systems
works to affect goals of its society such as
freedom, equity, and security.
10-11 SS.D.2.4.2 understands how price and quantity demanded relate, how price prepares a report explaining the relationships 1,2,3,4,6,7
and quantity supplied relate, and how price changes or controls between price and supply and price and demand
affect distribution and allocation in the economy. the for following situation: how will producers
of car tires change their supply if 1) new
technology reduced the cost of making tires 2)
the price of tractor tires rises sharply; 3) the
price for raw materials for making tires (e.g.
rubber) goes up?
Page - 21
Level Number Benchmark Sample Performance Descriptions Goal 3
The student: The student: Standards
10-11 SS.D.2.4.3 understands how government taxes, policies, and programs affect given the following scale: A = ver positive: B = 1,2,4,7
individuals, groups, businesses, and regions. somewhat positive; C = neutral; D = somewhat
negative; E = very negative, evaluate the effect
the following policy changes would have on the
economy of Florida and on the economy of
Kentucky: 1) federal government greatly
increases military spending; 2) federal
government cuts off tobacco sales to another
country; 3) federal government loosens
restrictions on illegal alien workers. The
student explains his or her reasoning for the
rating chosen and describes the effects of these
policy changes on the economy of Florida and
Kentucky.
10-11 SS.D.2.4.4 understands how United States fiscal polices and monetary policies with other students in a small group, writes a 1,2,3,4,7
reinforce or offset each other and how they affect levels of report explaining the effects on the national
economic activity, the money supply of the country and the well economy, on big business and on the region
being of individuals, business, regions, and the nation. they live in, if the governments raise taxes and
reduces spending, while at the same time the
Federal Reserve sells securities in the open
market.
10-11 SS.D.2.4.5 understands basic terms and indicators associated with levels of explains the term “stagflation” and how 1,2,4,7
economic performance and the state of the economy. stagflation differs from the traditional business
cycle.
identifies, explains, and gives and example of 1,2,4,7
several common flaws in the use of the
Consumer Price Index as a measure of how
inflation affects individual household
10-11 SS.D.2.4.6 understands factors that have led to increase international with other students in a small group, identifies 1,2,3,4,5,6,
interdependence and basic concepts associated with trade between three items that are not typically produced in 7,8,9,10
nations. the United States (e.g., bananas, wool and
coffee) even though they could be produced
here. The group develops and defends an
explanation for why the United States should
continue to import or begin to produce the item
here, using economic terms and concepts (e.g.,
opportunity costs, relative prices, and absolute
advantage).
Page - 22
APPENDIX
List of Suggested Resources and Websites
American History Resource Page
Sample Lessons/ Activities
Sample lessons from CCPS employees for some lessons will be attached at the back of
this document.
1. Creating a Constitution Project
2. SPERT Method
3. RAFT
4. The Great Plains: A Harsh Welcome the Great Plains
5. Industrial Age Unit
6. The Age of Imperialism Lesson Plan
7. Balkans Cursed by History Article
8. The Roaring Twenties Group Project
9. WWII Lesson
10. Holocaust Writing Assignment
11. Cartoons Go to War Video/ Worksheet
12. Post- Nuclear War Survival Activity
13. Civil Rights Timeline Project
14. Freedom of the Press/ Watergate Lesson
15. Geography of the Middle East Lesson
16. String Trade/Global Dependence Activity
Page - 23
HISTORY ALIVE! MATERIALS
http://www.teachtci.com/
T.C.I (Teacher Creative Institute)
2465 Latham Street Suite 100
Mountain View, CA 94040
Most videos and other tangible resources can be purchased through
1. Teachers Video Company 1-800-262-8837
2. Zenger Media 1-800-421-4246/ www.zengermedia.com
3. Social Studies School Service 1-800-421-4246/ http://socialstudies.com
4. United States History Video Collection (Contact GCHS Media Center)
Origins-WWII
Schlessinger Video Productions
(A Division of A Library Video Co.)
Search Engines for the Internet:
Broad Topics
1. Yahoo/ www.yahoo.com
2. Lycos/ www.lycos.com
3. Starting Point/ www.stpt.com
Narrow Topics
4. Alta Vista/ www.altavista.com
5. Excite/ www.excite.com
Meta-Search Engines
6. Dogpile/ www.dogpile.com
7. Ask Jeeves/ www.askjeeves.com
Reviewed Sites
8. Argus Clearinghouse/ www.clearinghouse.net
9. About.com/ www.miningco.com
Educational Topics and Resources
10. Shrock’s Guide/ www.discoveryschool.com/schrockguide
Page - 24
Specific Types o Databases
11. Switchboard / www.switchboard.com
12. MapQuest/ www.mapquest.com
13. Research-It!/ www.itools.com/research-it/
Educational Materials and Reviews
14. FREE/ http://www.free.ed.gov/
Suggested Web Sites for use in American History
(General and broad web sites with lesson Plans. Most have links to more specific topics)
1. www.nytimes.com/upfront
2. http://www.historychannel.com ( links to topics and lessons with History Channel Videos)
3. http://holtmcdougal.hmhco.com/hm/home.htm;jsessionid=E84F13B44DA6C7D25637BC6E3712A7E9.ecom-app-wk1 ( links topics to chapters
in The Americans)
4. https://www.mheonline.com/ ( links topics to chapters in The Odyssey)
5. www.cnn.com
6. www.si.edu ( Smithsonian Institution)
7. www.ushmm.org/ ( United States Holocaust Memorial Museum)
8. www.metmuseum.org/ ( Metropolitan Museum of Art)
9. www.cr.nps.gov/nr/ ( National Resources of Historic Places)
10. www.nationalparks.org ( National Park web site)
Map Sites
1. www.maps101.com
2. www.mapquest.com
3. www.worldatlas.com
Vocabulary and Puzzle Maker
1. http://puzzlemaker.schooldiscovery.com
Page - 25
Internet Websites to Explore!
ALL GRADES SOCIAL STUDIES
Search Results from YAHOO:
http://dir.yahoo.com/Social_Science/ -Yahoo’s search results page for Social Science – THOUSANDS of
Links (4,300 on American History; 43 on the Crusades ALONE! Etc. A must site!)
http://www.yahooligans.com/School_Bell/Social_Studies/ - Yahoo’s results page for kids.
GEOGRAPHY
http://www.nationalgeographic.com/ - National Geographic Society Home Page
http://www.es.mq.edu.au/courses/GEOS219/popsites.htm - Useful Population Studies Sites from Around
the World
GOVERNMENT SITES
www.census.gov. - the “official” U.S. government census site.
http://www.townhall.com - Web site dedicated to governmental issues.
http://www.brillig.com/debt_clock/ - page devoted to the topic of the debt and federal finance issues.
http://www.nara.gov/ - U.S. Government Archives Site. Online visit to the “Treasures of Congress”.
http://scrtec.org/track/tracks/f01397.html - “Civil Rights” link of the ACLU. Features links to dozens of
liberal political organizations (like People for the American Way, etc.) and a Supreme Court “Watch”
section which highlights current court issues.
http://scrtec.org/track/tracks/f01397.html - CLOSE UP Foundation’s Home Page; take it’s “Civics Quiz”,
links to hot topics (like capital punishment) and take the “Virtual Tour” of Washington’s sites.
http://www.ed.gov/index.html - U.S. Dept. of Education Home Page
HISTORY, AMERICAN
(See Yahoo Search page. Sub-topics: Black History; American History, AP European History, Ancient History, Native American)
AMERICAN HISTORY
http://www.historychannel.com/cgi-bin/framed.cgi - History Channel Home Page
http://sunsite.utk.edu/civil-war/warweb.html - American Civil War Home Page (Links to hundreds of other Civil War sites.)
Page - 26
HISTORY, WORLD
(See Yahoo search listing) Sub topics, Ancient History, AP European, Holocaust
http://physics.nist.gov/GenInt/Time/time.html - “A Walk Through Time” – reviews the history of clocks and measuring time.
ANCIENT HISTORY
http://www.ushmm.org/ - Holocaust Museum Home Page, Washington, D.C.
INTERNATIONAL AFFAIRS
http://www.worldpress.org/ - World Press Review Magazine’s web site. Excellent resource for MUN teams.
http://www.derechos.org/human-rights/afr/ - Site devoted to Human Rights around the world. Top window
is Africa, but screen down to the bottom and there are links to the rest of the world.
Cato Institute: http://www.cato.org/
Rand Corporation: http://www.rand.org/
Heritage Foundation: http://www.heritage.org/
Brookings Institution: http://www.brook.edu/
http://iis.stanford.edu/ - Institute for International Studies, Stanford Univ.
NEWS INFORMATION SITES
http://www.pathfinder.com/time/search/index.html - official site for US NEWS and WORLD REPORT
MAGAZINE
http://www.naplesnews.com/ - Official site for Naples Daily News
http://www.pathfinder.com/time/search/index.html - Official Time Magazine Web Site.
http://www.thenation.com/ - The NATION magazine. (Very liberal)
http://www.thefed.com/ - The FEDERALIST magazine. (Very conservative)
Page - 27
“POINT, COUNTER POINT” SITES
(May contain controversial information)
http://www.americanpatrol.com/ - a site which concentrates on the “evils” threats of illegal immigration.
PROFESSIONAL ORGANIZATIONS
http://www.ncss.org/ - NCSS home page
http://www.history.org/nche - National Council for History Education, Inc.
http://www.sscnet.ucla.edu/nchs/ - National Center for History in the Schools. The group that developed
the History National Standards and which sells dozens of unit plans developed around these.
http://www.flrea.org/ - Florida Law Related Education Association
http://www.nara.gov/ - National Endowment for the Humanities Home Page
SOCIAL STUDIES (includes all disciplines)
http://dir.yahoo.com/Social_Science/ -Yahoo’s search results page for Social Science – THOUSANDS of
Links (4,300 on American History; 43 on the Crusades ALONE! Etc. A must site!)
http://www.sscnet.ucla.edu/nchs/ - The National Center for History In the Schools, site for the National
History Standards, many unit plans for sale.
http://www.ncss.org/ - A collection of ELEMENTARY level social studies sites and lesson plans.
Page - 28
1003.42 Required instruction.—Florida Statutes – current
(1) Each district school board shall provide all courses required for high school graduation and appropriate instruction designed to ensure that students meet State Board of
Education adopted standards in the following subject areas: reading and other language arts, mathematics, science, social studies, foreign languages, health and physical
education, and the arts.
(2) Members of the instructional staff of the public schools, subject to the rules of the State Board of Education and the district school board, shall teach efficiently and
faithfully, using the books and materials required, following the prescribed courses of study, and employing approved methods of instruction, the following:
(a) The content of the Declaration of Independence and how it forms the philosophical foundation of our government.
(b) The arguments in support of adopting our republican form of government, as they are embodied in the most important of the Federalist Papers.
(c) The essentials of the United States Constitution and how it provides the structure of our government.
(d) Flag education, including proper flag display and flag salute.
(e) The elements of civil government, including the primary functions of and interrelationships between the Federal Government, the state, and its counties, municipalities,
school districts, and special districts.
(f) The history of the Holocaust (1933-1945), the systematic, planned annihilation of European Jews and other groups by Nazi Germany, a watershed event in the history of
humanity, to be taught in a manner that leads to an investigation of human behavior, an understanding of the ramifications of prejudice, racism, and stereotyping, and an
examination of what it means to be a responsible and respectful person, for the purposes of encouraging tolerance of diversity in a pluralistic society and for nurturing and
protecting democratic values and institutions.
(g) The history of African Americans, including the history of African peoples before the political conflicts that led to the development of slavery, the passage to America, the
enslavement experience, abolition, and the contributions of African Americans to society.
(h) The elementary principles of agriculture.
(i) The true effects of all alcoholic and intoxicating liquors and beverages and narcotics upon the human body and mind.
(j) Kindness to animals.
(k) The history of the state.
(l) The conservation of natural resources.
(m) Comprehensive health education that addresses concepts of community health; consumer health; environmental health; family life, including an awareness of the benefits
of sexual abstinence as the expected standard and the consequences of teenage pregnancy; mental and emotional health; injury prevention and safety; nutrition; personal
health; prevention and control of disease; and substance use and abuse.
(n) Such additional materials, subjects, courses, or fields in such grades as are prescribed by law or by rules of the State Board of Education and the district school board in
fulfilling the requirements of law.
(o) The study of Hispanic contributions to the United States.
(p) The study of women's contributions to the United States.
(q) A character-development program in the elementary schools, similar to Character First or Character Counts, which is secular in nature and stresses such character qualities
as attentiveness, patience, and initiative. Beginning in school year 2004-2005, the character-development program shall be required in kindergarten through grade 12. Each
district school board shall develop or adopt a curriculum for the character-development program that shall be submitted to the department for approval. The character-
development curriculum shall stress the qualities of patriotism, responsibility, citizenship, kindness, respect, honesty, self-control, tolerance, and cooperation.
(r) In order to encourage patriotism, the sacrifices that veterans have made in serving our country and protecting democratic values worldwide. Such instruction must occur on
or before Veterans' Day and Memorial Day. Members of the instructional staff are encouraged to use the assistance of local veterans when practicable.
(3) Any student whose parent makes written request to the school principal shall be exempted from the teaching of reproductive health or any disease, including HIV/AIDS, its
symptoms, development, and treatment. A student so exempted may not be penalized by reason of that exemption. Course descriptions for comprehensive health education
shall not interfere with the local determination of appropriate curriculum which reflects local values and concerns.
History.--s. 131, ch. 2002-387.
Page - 29
ESOL STRATEGY SHEETS
FOR SOCIAL STUDIES TEACHERS
School ____________________ Teacher _____________________ Date _________
SS1. I built on past experiences.
SS2. I acquainted students with different cultures.
SS3. I used students and parents as resources.
SS4. I had students discuss traditions of their native land.
SS5. I invited members from ethnic communities to speak to class.
SS6. I used films, filmstrips, and library books to preview and reinforce materials.
SS7. I used new vocabulary in simple sentences.
SS8. I used first-hand experience.
SS9. I used visual representations – maps, charts, timelines, outlines, concept maps, webs,
etc.
SS10. I used computer assisted instruction.
SS11. I used cooperative learning.
SS12. I used peer tutoring.
SS13. I used multisensory experiences.
SS14. I used visual aids.
SS15. I provided or had students look up antonyms/synonyms of new vocabulary.
SS16 I used new vocabulary within context of materials already presented.
SS17 I have a bilingual dictionary accessible to students.
ASSESSMENT
SS18 Portfolios
SS19 Modifications of grades
SS20 Teacher observation
SS21 Test orally or read test to students.
SS22 Open book tests
SS23 Test modifications-multiple choice, matching, true/false, short answer.
SS24 Provide word bank for tests
Teachers must document the use of ESOL Strategies with LY (Active) ESOL students in social studies
classrooms. This may be done by using the above sheet as a checklist on a weekly basis. Teachers may
also designate which ESOL Strategies are used with students in their lesson plan book by utilizing the
strategy code and placing this directly into their lesson plan book for the day during which the strategy
was used.
