February 2017 Florida Standards Monthly Call
Dr. Denise P. Barrett
Social Studies Information - Michael DiPierro, Social Studies Education Specialist
http://www.fldoe.org/academics/standards/subject-areas/social-studies/
This document contains an overview of the social studies information presented during
the February 2017 Florida Standards Monthly Conference Call. For additional
information, a recording of the call, or to be added to the Florida Standards Monthly
Conference Call email list please contact [email protected].
Social Studies Update
1. March is Women's History Month
• s. 1003.42(q), F.S., The study of women’s contributions to the United States.
Select NGSSS:
• SS.2.C.2.5 Evaluate the contributions of various African Americans, Hispanics,
Native Americans, veterans, and women.
• SS.5.A.5.4 Examine and explain the changing roles and impact of significant
women during the American Revolution.
• SS.6.W.3.3 Compare life in Athens and Sparta (government and the status of
citizens, women and children, foreigners, helots).
• SS.6.W.3.16 Compare life in the Roman Republic for patricians, plebeians,
women, children, and slaves.
• 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.
• SS.8.A.3.15 Examine this time period (1763-1815) from the perspective of
historically underrepresented groups (children, indentured servants, Native
Americans, slaves, women, working class).
• 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.
• SS.8.A.4.14 Examine the causes, course, and consequences of the women's
suffrage movement (1848 Seneca Falls Convention, Declaration of Sentiments).
• SS.912.A.3.5 Identify significant inventors of the Industrial Revolution including
African Americans and women.
• SS.912.A.4.8 Compare the experiences Americans (African Americans,
Hispanics, Asians, women, conscientious objectors) had while serving in Europe.
• 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.
• SS.912.A.5.10 Analyze support for and resistance to civil rights for women,
African Americans, Native Americans, and other minorities.
This document is intended to provide resources to support instruction of the Florida Next Generation Sunshine State Standards and the Florida
Department of Education’s Social Studies Education Program. The Florida DOE is not endorsing a specific activity, strategy, organization or
resource. We encourage you to review each resource before using.
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SS.912.A.5.7 Examine the freedom movements that advocated civil rights for
African Americans, Latinos, Asians, and women.
SS.912.A.7.3 Examine the changing status of women in the United States from
post-World War II to present.
SS.912.A.7.5 Compare nonviolent and violent approaches utilized by groups
(African Americans, women, Native Americans, Hispanics) to achieve civil rights.
SS.912.A.7.9 Examine the similarities of social movements (Native Americans,
Hispanics, women, anti-war protesters) of the 1960s and 1970s.
2. Social Studies Web-Based Resources (PDF) document was updated February 6,
2017; http://www.fldoe.org/academics/standards/subject-areas/socialstudies/instruct-resources.stml
3. The 2016-17 NGSSS EOC Assessments Fact Sheet (PDF) is located on the
FLDOE End-of-Course (EOC) Assessments webpage. For the most current version
of this document access it using the FLDOE webpage. Look under “Department of
Education Resources” http://www.fldoe.org/academics/standards/subjectareas/social-studies.stml.
4. Webinar to Consider – 2/23/17
April Drennan, FLDOE Instructional Technologist, is hosting a “Tech Chat” on
teaching and learning using the WebQuest model. For those who may not be
familiar with this subject, a web quest is an inquiry-oriented activity where students
gather information in order to complete a given task. Resources are usually collated
by the instructor prior to implementation.
Civics
SS.7.C.3.1 Compare different forms of government (direct democracy, representative
democracy, socialism, communism, monarchy, oligarchy, autocracy).
Benchmark Clarifications include:
• Students will identify different forms of government based on its political
philosophy or organizational structure.
• Students will analyze scenarios describing various forms of government.
• Students will apply their understanding of the definitions of the various forms of
government.
Benchmark Specifications for SS.7.C.3.1 and a sample test item are located in the
Civics Test Item Specifications, p. 50. Related resources can be found on CPALMS
http://www.cpalms.org/Public/PreviewStandard/Preview/3203 and
http://floridastudents.org/.
This document is intended to provide resources to support instruction of the Florida Next Generation Sunshine State Standards and the Florida
Department of Education’s Social Studies Education Program. The Florida DOE is not endorsing a specific activity, strategy, organization or
resource. We encourage you to review each resource before using.
Test Item Specifications and additional information regarding End-of-Course (EOC)
Assessments can be found on http://www.fldoe.org/accountability/assessments/k-12student-assessment/end-of-course-eoc-assessments/.
Access Points
• SS.7.C.3.In.a: Identify characteristics of different forms of government, such as
democracy, monarchy, and communism.
• SS.7.C.3.Su.a: Recognize different forms of government, such as democracy
and communism.
• SS.7.C.3.Pa.a: Recognize that in a democracy, people vote to elect government
leaders.
http://www.cpalms.org/Public/PreviewResourceStudentTutorial/Preview/119941
This document is intended to provide resources to support instruction of the Florida Next Generation Sunshine State Standards and the Florida
Department of Education’s Social Studies Education Program. The Florida DOE is not endorsing a specific activity, strategy, organization or
resource. We encourage you to review each resource before using.
United States History
SS.912.A.7.6 Assess key figures and organizations in shaping the Civil Rights
Movement and Black Power Movement.
Select Also Assesses (Additional Also Assesses for SS.912.A.7.6 can be found on page
51 of the United States History Test Item Specifications)
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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.
SS.912.A.7.7 Assess the building of coalitions between African
Americans, whites, and other groups in achieving integration and equal rights.
SS.912.A.7.17 Examine key events and key people in Florida history as they
relate to United States history.
Benchmark Clarifications include:
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Students will interpret the social, cultural, political, and economic significance of
events or actions related to the Civil Rights Movement and Black Power
Movement.
Students will identify key organizations that shaped the Civil Rights Movement
and Black Power Movement and the goals and motivations of those
organizations.
Related resources can be found on CPALMS
http://www.cpalms.org/Public/PreviewStandard/Preview/3422. Benchmark
Specifications for SS.912.A.7.6 and a sample test item are located in the United States
History Test Item Specifications, pp. 51-52. Related resources can be found on
http://www.floridastudents.org/. Test Item Specifications and additional information
regarding End-of-Course (EOC) Assessments can be found on
http://www.fldoe.org/accountability/assessments/k-12-student-assessment/end-ofcourse-eoc-assessments/.
Access Points
• SS.912.A.7.In.f: Identify important acts of key persons and organizations in the
Civil Rights Movement and Black Power Movement, such as Martin Luther King,
Rosa Parks, the NAACP, and Malcolm X.
• SS.912.A.7.Su.f: Recognize important acts of key persons and organizations in
the Civil Rights Movement and Black Power Movement, such as Martin Luther
King, Rosa Parks, the NAACP, and Malcolm X.
• SS.912.A.7.Pa.f: Recognize that people act in violent and nonviolent ways to
bring about change.
This document is intended to provide resources to support instruction of the Florida Next Generation Sunshine State Standards and the Florida
Department of Education’s Social Studies Education Program. The Florida DOE is not endorsing a specific activity, strategy, organization or
resource. We encourage you to review each resource before using.
https://sheg.stanford.edu/cold-war-culture-civil-rights
This document is intended to provide resources to support instruction of the Florida Next Generation Sunshine State Standards and the Florida
Department of Education’s Social Studies Education Program. The Florida DOE is not endorsing a specific activity, strategy, organization or
resource. We encourage you to review each resource before using.