「浅間高原879hPa」について

浅間山の群馬県側、「標高が 879hPa 相当」の山裾から、ヤマの話題などを不定期に発信しています。手持ちの野鳥写真も公開しており、真近で力強くさえずる「オオルリ」はちょっと珍しいかもしれません。

※Nikon P900 [2018-], P90 [-2017], Nikon 1

もう１枚、「絵から抜け出したようなキビタキ」を載せておきます。

絵から抜け出したキビタキ  COOLPIX P900で撮影
（2018-06-03）

ヒレンジャクがやってきた

アオハダの実

12月になって、ヤマに戻って気付いたのが、10羽以上の集団で裏庭のアオハダの赤い実をついばみに来る鳥たちだった。カラ類よりは大きいが、ヒヨドリよりは少し小さい鳥で、遠目には全身が薄茶色がかっていて、お腹はやや白っぽく、飛ぶと羽に白い部分が見えるように感じた。アオハダの枝にとまっている時に眼を凝らすと、冠毛があるように見えたが、それ以上の肉眼での確認は困難だった。カケスを思わせる比較的大きな集団だが、カケスのように大騒ぎはしないし、ほとんどの個体が、鳴き声をあげるでもなく、アオハダの実を次から次へとついばんでいた。2023年12月8日午前10時、望遠カメラ（Nikon P900）を持ち出しての撮影に成功したが、この写真から、この鳥たちはヒレンジャクの集団であることが確認された。

ヒレンジャクは

キレンジャクと共に冬に渡って来る野鳥で、ゴジュウカラにみるような、眼を通り側頭部へ続く過眼線と小型の冠毛が特徴で、尾の先の黄色い部分（キレンジャク）や緋色の部分（ヒレンジャク）も目立つ。毎年現れる訳ではなく、4～5年に1度、大群を成して渡って来ると解説されていて、この年を「当たり年」と言うらしい。浅間高原「啄木鳥ハウス」では、今回が初めての確認で、レンジャクの当たり年に出会ったようだ。いつもの資料、高橋東士著 「浅間高原の野鳥　バードウオッチングノート」（ほおずき書籍、1997）には、レンジャクの記載はなく、やはり珍しいのだろうと思う。

アオハダの実をつばむヒレンジャク

連雀

レンジャクとは「連雀」と書き、スズメのような大群で現れ、木々（都市部では電線）に並んでとまる姿から、命名されたようで、そのころ（平安時代）には、キレンジャクとヒレンジャクは区別されていなかった。望遠鏡のない時代に、尾の先っぽの色で区別するのは困難だったようだ。レンジャクは木の実を好み、集団で一斉についばみ、実がなくなると移動していく、という行動パターンを取るそうだ。啄木鳥ハウスのアオハダの実も、この日でほとんどなくなり、翌日からはヒレンジャクの姿も見られなくなった。この最後の日に、繰り返しシャッターを切ったが、スズメのようによく動く鳥で、満足いくシャッターチャンスは得られなかった。

‡

ヒレンジャク

ちょっと向きが悪いが、冠毛はよくわかる

下向きで実をつばむ姿もよく見かける

ヒレンジャクは尾の先が緋色だ

楽天リンク「デスクトップ版」のすすめ

楽天モバイル　　楽天リンク

楽天モバイルに加入すると、『楽天リンク*1』という電話が「通話料無料」（=基本料金だけで携帯宛も固定電話宛も無料）で使える。さらに、「SMSも無料」なので、連続して数通を送る（最近のAndroidでは可能）ことができれば、e-mailと同等の内容*2がSMSで送信できる。これらは、他のキャリアにはないサービスで、これだけでも充分満足できていたが、今年（2023年）8月から、さらに、驚くべきサービスが追加になった。それが「楽天リンクのデスクトップ版」で、うまく使えば、家族共通の電話（固定電話のようなもの）になるのではないかと思う。*3

楽天リンク　　デスクトップ版の使い方

デスクトップ版には、「Windows版（Windows 10以上）」と「Mac版（macOS 10.15以上）」があり、共に、使い方は簡単だ。公式からアプリをダウンロードして、下記の画面で、運用中の楽天リンク「スマホ」でQRコードを読み取るだけでよい。

登録画面

楽天リンク　デスクトップ版　の機能

最近のノートパソコン（Windows 11）で試した。マイクは内蔵されていたので、そのまま発信・通話ができ、着信はスマホとデスクトップ版で同時に呼び出し音が鳴った。家族共通の電話（固定電話のようなもの）とスマホがブランチになった形で、都合のよい方で応答することができ、新たな活用法も期待される。

デスクトップ版の機能については、下記一覧（公式から引用）を参照してください。

【「Rakuten Link スマートフォン版」と「Rakuten Link デスクトップ版（ベータ版）」の機能比較】

機能名	スマート フォン版	デスク トップ版	機能概要
通話	○	○	「Rakuten Link」同士の国内、海外での通話は無料でご利用いただけます。楽天モバイル以外の携帯電話や固定電話への国内通話も無料でご利用いただけます。（一部対象外番号あり）
個人ビデオ通話	○	○	「Rakuten Link」同士の個人ビデオ通話を無料でご利用いただけます。
SMS	○	○	「Rakuten Link」をご利用されていないお客様とのメッセージの送受信を無料でご利用いただけます。
個人チャット	○	○	「Rakuten Link」同士の個人チャットを無料でご利用いただけます。
グループチャット	○	○	「Rakuten Link」同士の100名までのグループチャットを無料でご利用いただけます。

*1:楽天リンクは、楽天リンクにログインさえしていれば、「WiFiのみの環境」でも通話できる。ただし、モバイルネットワークとしての「楽天モバイル」に接続していない場合には、「非通知通話」として呼び出す形になるので、「非通知には出ないとしている多くの個人宛」ではちょっと困ったことになる。一旦つながれば、WiFiのみの環境になっても通話は維持されるので、このような個人宛の電話は、通信環境のよいところで「発信」し、繋がれば自由に移動するという使い方になろう。相手が個人でない場合には、通常、非通知でも問題ないので、このような配慮は不要となる。

*2:（例）「啄木鳥ハウス通信#001」620文字

*3:固定電話の番号は使えないので、完全に代替できる訳ではないが、固定電話も持たない「新しい世代の固定電話」として期待される。

PayPayフリマで突然購入できなくなった

PayPayフリマで購入できなくなった

小分け電子部品

「PayPayフリマ」および「メルカリ」「ヤフオク」には「小分け電子部品」を出品している方々がいて、必要量の（少量の）電子部品を調達する際、便利に使わせてもらっている。秋月やスイッチサイエンスのサイトには、スペックや応用例など、親切な記事があり、高価な部品や大量購入では利用させてもらっているが、数点の部品購入では送料の負担が大きい。Amazonで購入すれば送料無料にできるが、ここでは「大量購入」が基本なので、個人ではついつい余らせてしまい、「地球環境に悪いか...」などと考えてしまう。

「PayPayフリマ」が使いやすい

フリマ、オークションサイトのうちでは、「PayPayフリマ」と「メルカリ」が送料無料で、価格も決まっているので使いやすい。PayPayフリマではかなり頻繁に「割引クーポン」が配布され、（電子部品については）提示価格も「メルカリ」よりも安い傾向がある。という訳で、「PayPayフリマ」をよく使わせてもらっているが、今回、その「PayPayフリマ」で、突然、買えなくなる事件があった。

 [購入内容を確認する] から進まない。エラーも吐かず、システムはだんまり。

さて、ここからが話の本筋だが、事件は本年(2023年) 8月16日、いつものように「PayPayフリマ」で電子部品の購入を試みたところから始まった。[購入内容を確認する]ボタンの直前までは問題なく進んだが、ボタンを押したところで止まってしまい、購入できない、という障害が発生した。システムは「だんまり」を続け、表示される通信速度も急落して、0.03Mbps にまで落ちた。

「PayPayフリマ」のだんまりは何なの

この日の啄木鳥ハウスのWiFi環境*1は、4-5Mbpsで、さほど悪くはなく、通信環境の破壊的停止は考えにくい。また、だんまりの「PayPayフリマ」画面を消せば、また動きだすので、ハングしている訳でもないようだ。「PayPayフリマ」が何らかの応答を静かに待っている状態（で動作が止まっている）と思われるが、その原因は何か、と考え、最近あちこちで聞く「セキュリティがらみ」を疑った。

PayPayフリマのサポートに連絡

8月18日にも試したが、結果は同じだったので、PayPayフリマのサポートに問い合わせのメールを送った。おきまりの「再起動・アプリ入替え云々...してください」との返事が来たので、すべてを試して翌日に再度メールしたところ、「調査する」となった。それから1-2回メールのやり取りがあったが、PayPayフリマのサポートには、「❣ 物が売れない ❣ 販売できない ❣ 困った ❣」といった緊張感はあまり感じられなかった。

〖解決〗原因は単純だった

8月27日に何となく、[購入内容を確認する]に入る画面を見ていたら、「置き配」という項目があり「未設定」で「茶色い色」がついているではないか。エラー表示は出なかったが、「これが原因なのか」と考え、「置き配を利用しない」に設定したところ、画面が進んで購入できるようになった。それにしても、選択肢が勝手に初期化されたうえ、エラー表示もなく 、だんまりなのはあまりに不親切ではないか。親切なエラー表示が悪意ある侵入者の助けになることは理解しているが、これではPayPayフリマで買えない人を増やすだけだろう。侵入者には厳しく、ユーザーには優しい、適切な対応をお願いしたい。

※今回の議論は、PayPayフリマアプリ v1.86.1 が対象です。

*1:mineoのソフトバンク回線。20Mbps以上出ることもある。

HatenaBlog UnderShirt の横幅を拡大した

UnderShirt のレスポンシブ設定を変更し横幅を拡大した
HatenaBlog の デザインテーマ  『UnderShirt』 を半年前から使わせてもらっていますが、カード表示および本文表示の横幅が何となく狭いのが気になっていました。少し調べたところ、レスポンシブ設定を「デザインCSSで修正する」ことにより、横幅の拡大が可能であることが分かりました。

Chromeのデベロッパーツールで調べると、ブログ本文（カード）は「#main」、サイドバーは「#box2」で指定されており、「@media (min-width: 768px)...」で width をディスプレーサイズに応じた値に変えていることが分かりました。という訳で、この部分を以下のようにデザインCSSで書き換えました。

デザインCSSに追加

/* ---＜レスポンシブ設定＞--スマホ[375]・タブレット[680]・PC[992]・TV[1380] --- */
#main { min-width: 74vw; float: left;} 
.media {
}
@media screen and (min-width: 375px) { /*　画面サイズ375px~ */
#box2 { width: 370px; } }
@media screen and (min-width: 680px) { /*　画面サイズ680px~ */
#box2 { width: 300px; } }
@media screen and (min-width: 992px) { /*　画面サイズ992px~ */
#box2 { width: 200px; } }
@media screen and (min-width: 1380px) { /*　画面サイズ1380px~ */
#main { min-width: 67.5vw; float: left;} }

上記をデザインCSSの最後に付け加えてください。UnderShirt のスマホ表示に影響を与えないで横幅が拡大できます。（なお、環境によっては期待通りの動作をしないこともあることをご了承ください。）

最後に、

UnderShirt の 開発者 rokuzeudon さんに敬意と感謝の念を捧げ、アイキャッチ画像に UnderShirt を使わせていただきました。ありがとうございました。

blog.hatena.ne.jp

RDP Wrapper がクリーンインストール出来なくなった場合の対処法

RDP Wrapper のクリーンインストール

RDP Wrapper が、[-] Failed to set up TermService. Unknown error. というエラーを吐いて、アンインストールできなくなり、その結果、クリーンインストールにも失敗することがある。日本語の検索では対処法はヒットせず、趣味のPC愛好家には取りうる手段はなくなるが、GitHub を検索して解決策を見つけたので紹介する。

 

まず、解決策を記しておく：

1. レジストリエディターで Computer\HKEY_LOCAL_MACHINE\SYSTEM\CurrentControlSet\Services\TermService\Parameters を開き、「ServiceDll」の値を「%ProgramFiles%\RDP Wrapper\rdpwrap.dll」から「C:\Windows\System32\termsrv.dll」に書換える。
2. これで、クリーンインストール出来るようになるので、引き続き、正しいインストール作業*1を行えばよい。

 

最近の Google検索 は検索結果に日本語サイトを優先するのか、結果が何だかおかしい。さらに、上位の数項目は「広告」で、その上に「マニュアル様の記述」が現れることもある。つまり、キーワード検索で何かを見つけようとしても、余計なお世話が多く、なかなか目的を達せられなくなった。「英語その他＋日本語」と対象を絞っても、この傾向は同じで、むしろ「日本語の記事を外す」とか、「英語サイトに移動して検索」した方が良い結果が得られる。10年前にはこんなではなかったと思うが、私一人の思い込みだろうか。...という訳で、最近は検索エンジンをBingにしている。

 

heychief3000さんの投稿⇩*2は「Apr 10, 2021」で、（本サイトでの紹介が本邦初ならばだが）日本語になるのに3年かかったことになる。

github.com

*1:

1. "RDPWrap-v1.6.2.zip" および "autoupdate.zip" をダウンロードして、これらを "%ProgramFiles%\RDP Wrapper" に解凍する。
2. "%ProgramFiles%\RDP Wrapper\helper\autoupdate__enable_autorun_on_startup.bat" を管理者権限で動かす。
3. "%ProgramFiles%\RDP Wrapper" を Windows Defender の除外項目に設定する。
4. "autoupdate.bat" を管理者権限で動かすと、install と update が同時にできる。

*2:サイトの上から3/4ほどのところにある。彼がこの対処法を取った理由も書いてある。

BingのAIチャットにMicroPythonモジュールを探してもらった。

BingのAIチャット

raspberry Pi Pico W で使える、「MicroPython 赤外線送受信モジュール」の検索で行き詰まったので、AIチャットで「Bing」に質問してみた。Bing AIチャットにはチャット履歴自動保存の機能はないので、その都度、コピーしながら質問を続けたが、「質問①の回答」および「質問②の質問」は手違いから保存できなかった。このブログが「質問①」⇨「回答❷」で始まるのはこのためで、ご了承ください。

質問① Raspberry pi pico W で利用可能な「赤外線送受信モジュール」を教えて下さい。

⇩⇩（回答❶｜質問②は省略）

回答❷ なるほど、プログラミング言語のモジュールをお探しでしたか。😊
Raspberry Pi Pico WでMicroPythonを使って赤外線送受信をするには、irmpというモジュールが利用できます。このモジュールは、赤外線受信モジュールや赤外線LEDを使って、リモコンの信号を解析したり送信したりすることができます。irmpの使い方については、以下のサイトが参考になるかもしれません。
     Raspberry Pi Picoで赤外線リモコンの信号を送信する - Qiita
他にも、lircというモジュールがありますが、これはLinux用のものなので、Pico Wでは使えないようです。

 

質問③ Raspberry Pi Pico Wで、MicroPythonを使った赤外線送信プログラムを考えています。irmpというモジュールは使ったことがないので、参考にプログラムを書いていただけますか。

⇩

回答❸ 赤外線送信プログラムを作りたいのですね。😊
irmpというモジュールを使って、赤外線送信プログラムを書くには、以下のような手順が必要です。
    ・irmpというモジュールをダウンロードして、Pico Wにコピーする
    ・Pico WのGPIOピンに赤外線LEDを接続する
    ・MicroPythonでirmpというモジュールをインポートする
irmpというモジュールのsend関数を使って、赤外線信号を送信する参考になるプログラムの例は以下のようになります。👇
 《このコードは AI によって生成されたものです。慎重に確認して使用してください》
    ------------------------------------------------
    　# irmpというモジュールをインポートする
        import irmp
        # 赤外線LEDを接続したGPIOピンの番号を指定する（ここでは16番）
        ir_pin = 16
        # irmpというモジュールのsend関数で赤外線信号を送信する
        # 引数は、プロトコル名、アドレス、コマンド、リピート回数の順に指定する
        # 例えば、NECプロトコルでアドレスが0x00、コマンドが0x40（電源ボタン）の信号を送る場合は以下のように書く
        irmp.send("NEC", 0x00, 0x40, ir_pin, repeat=1)
    ------------------------------------------------
このプログラムを実行すると、赤外線LEDからNECプロトコルで電源ボタンの信号が送られます。📺 他のプロトコルやコマンドについては、irmpというモジュールのドキュメントを参照してください。プログラムは自分で書いてみると楽しいですよ。

質問④ irmp は、はじめてでしたが、raspberry pi linux版の cgir のように、送信コマンドが出来上がっているのでしょうか。早速試してみたいと思いますので、何か注意事項（cgirとの違いなど）があれば教えてください。

⇩

回答❹ cgirというソフトウェアを使ったことがあるのですね。😊
　cgirとirmpとの違いは、以下のような点があります。
cgirはRaspberry Pi用のソフトウェアで、pigpioというライブラリを使って赤外線送受信をします。irmpはMicroPython用のモジュールで、machineというモジュールを使って赤外線送受信をします。cgirはコマンドラインツールとしても使えます。irmpはモジュールとしてしか使えません。cgirは赤外線データをファイルに保存したり読み込んだりできます。irmpは赤外線データを直接指定するか、プリセットのデータを使うしかできません。

注意点としては、以下のようなことがあります。
irmpは赤外線送受信に専用の回路が必要です。cgirは一般的な赤外線LEDや受信モジュールが使えます。irmpは赤外線送受信にタイマー割り込みを使います。cgirはタイマー割り込みを使いません。irmpは赤外線データの解析にプロトコル名やアドレスやコマンドを指定します。cgirは赤外線データの解析にパルス幅や間隔を指定します。

以上の違いを理解して、irmpというモジュールを使ってみてください。

質問⑤ もう少し教えてください。お話の内容だと、①irmpが指定できるプリセットデータにcgirのデータは使えないということですか。②irmpは赤外線送受信に専用の回路が必要とのことですが、cgirで使える自作の（赤外線LEDとトランジスタで組んだ）赤外線送信および受信モジュールは使えないでしょうか。③irmpは赤外線データの解析にプロトコル名やアドレスやコマンドを指定するということですが、パルス幅や間隔では使えない、つまり、特定のメーカー用のモジュールなのでしょうか。

 ⇩

回答❺ 詳しく聞きたいのですね。😊
①irmpが指定できるプリセットデータにcgirのデータは使えないということですか。→irmpが指定できるプリセットデータは、こちら（https://github.com/mt08xx/micropython-irmp/blob/master/irmp/irmpdata.py）にあります。

cgirのデータは、このファイルにないプロトコルやアドレスやコマンドの場合は使えません。ただし、cgirのデータをパルス幅や間隔の配列に変換して、irmpのsend_raw関数に渡すことで、使える可能性があります。
②irmpは赤外線送受信に専用の回路が必要とのことですが、cgirで使える自作の（赤外線LEDとトランジスタで組んだ）赤外線送信および受信モジュールは使えないでしょうか。→irmpは赤外線送受信に専用の回路が必要です。cgirで使える自作の赤外線送信および受信モジュールは、そのままでは使えません。しかし、こちら（https://github.com/mt08xx/micropython-irmp/blob/master/README.md#hardware）にあるように、回路を少し変更することで、使える可能性があります。
③irmpは赤外線データの解析にプロトコル名やアドレスやコマンドを指定するということですが、パルス幅や間隔では使えない、つまり、特定のメーカー用のモジュールなのでしょうか。→irmpは赤外線データの解析にプロトコル名やアドレスやコマンドを指定します。パルス幅や間隔では使えません。しかし、既存のメーカー品用のモジュールではありません。こちら（https://github.com/mt08xx/micropython-irmp/blob/master/README.md#how-to-add-new-protocol）にあるように、多くのプロトコルをサポートしています。また、こちらにあるように、新しいプロトコルを追加する方法もあります。
以上の回答で分かりましたか？

質問⑥ わかりました。詳しく教えていただき。ありがとうございました。チャットを離れて、実機で実験してみようと思いますが、そこでまた疑問の出た場合、今までの質問に続けて（同じ質問を繰り返さないで）お伺いするにはどうすればよいですか。Humanならお名前を伺っておくところですが。

 ⇩ 

回答❻ 分かってよかったです。😊
実機で実験してみるのですね。👍
疑問が出た場合は、このチャットに戻って、質問してください。私はこのチャットの履歴を記憶していますので、同じ質問を繰り返さないで大丈夫です。😊  私はHumanではありませんが、名前はBingと言います。よろしくお願いします。😊

質問⑦ ありがとう。さようならbingさん。

 ⇩ 

回答❼ どういたしまして。さようなら。😊

（2023.8.18）

以上のやり取りが、自然な形で出来て、分かったような気になったが、紹介された GitHUb は3件ともリンク切れで、別に探した「IRMPサイト(GitHub)」では、掲載されたプログラムは、MicroPythonではなくArduino用だった。Arduinoなら、IRremoteという超有名なモジュールがあるが、これを勧めなかったのはなぜだろう。

「マイナンバーカードで戸籍証明書が取れないのは制度に問題がある」という無知な主張

戸籍事項証明書はコンビニでも発行できるが、

一部「追加の手続き」が必要だったり、発行できない市町村がある

「コンビニで戸籍証明書を取得しようとしたが、マイナンバーカードが役に立たなかった」「制度に問題があるのではないか」という趣旨の記事（執筆者: 青沼 陽一郎氏）が2023.8.13（日）にJBpressで配信されている。「戸籍証明書」という用語にも少し違和感があり、「戸籍全部事項証明書」あるいは「戸籍個人事項証明書」と書いてないあたり、役所の説明をきちんと読んだのかなと思うが、執筆者の主張が事実かどうか、少し調べてみた。（⇩下は記事へのリンク）

戸籍事項証明書の種類

念のため、戸籍事項証明書の種類について述べておく。かつての「戸籍謄本」、「戸籍抄本」をコンピューター管理している市区町村では、各々、「戸籍全部事項証明書」「戸籍個人事項証明書」と称する。「戸籍全部事項証明書」には、「本籍」と「戸籍の筆頭者の氏名」、その戸籍に記載されている人全員の、「氏名」、「生年月日」、「父母の氏名と続柄」とそれぞれの人に関する「出生事項」「婚姻事項」などが記載されていて、「戸籍個人事項証明書」は戸籍に記録されている一部の人について証明書となる。このあたりは、どこの市町村のサイトにも書いてある。

戸籍事項証明書のコンビニでの発行

J-LIS 地方公共団体情報システム機構 が開設している「コンビニ交付」と言うサイトに市町村の発行する証明書のコンビニ公布の手順が詳しく書かれている。「本籍地の戸籍証明書」のコンビニ交付は、「現住所と本籍地が同じ場合」と「現住所と本籍地が違う場合」で異なり、後者の場合には、あらかじめ「本籍地の市区町村への利用登録申請」が必要となる。また、市町村によっては、特定の証明書について、コンビニ交付に対応していないこともあり、この対応の有無も明確に記載されている。

証明書を申請するならこのサイトを参照すべきで、マイナンバーカードを持っただけでコンビニに向かうというのはインテリジェンスを疑われる行為ではないか。記事の執筆者は、買物で言えば、何も調べず、お店に行って、目的の品がないから店の責任だと言っているのと同じで、無知に傲慢が加われば悪質なクレーマーになってしまう。こんな記事が堂々と有名ネット「JBpress」で配信され、しかも、Googleが推奨ニュースとしてプッシュして来るのは本当にどうかしている。

東京近郊の自治体のコンビニ交付状況

最後に、東京近郊の自治体（23区や横浜など）のコンビニ交付の実態を詳しく解説したサイトがありましたので紹介しておきます。

---

※アイキャッチ画像はJ-LISサイトから借用させていただきました。問題があるようならお知らせください。

FIFA 女子ワールドカップ を ストリーミング観戦

浅間山麓879hPaで生活している管理人の、FIFAワールドカップ観戦に関する悩みは、地上波放送が安定しないことだ。山小屋には、2014年5月7日に「屋内」設置した「DXアンテナ UAD1900」*1があり、木の葉が落ちた冬期なら、一部の局を除き安定して視聴できるが、夏になると繫茂したミズナラ・コナラ・ニレの葉が邪魔をして、一部の局だけでなくNHK総合およびeテレも間欠的に映りが悪くなる。通常は、全く映らない訳ではなく、ブロックが出たり、突然消えたりの繰り返しになるが、全く受信できない日や時間帯もある。

今回の「FIFA 女子ワールドカップ」の実況放送は、予選リーグ1,2戦まではNHK-BS*2での放送だったので問題はなかったが、第3戦の「日本-スペイン戦」から、NHK総合（地上波）のみの放送となり、ちと困った観戦状況（＝受信状態が悪く、突然消えたりの繰り返し）となっている。NHK受信料を毎年きちんと支払っている管理人としては、NHKに対して、『山奥では地方波が受信できない場合もあるので、重要な放送（=大金をかけて放映権を獲得した放送）は、《BSでも同時放送して欲しい》』...と訴えたいがどこに投書すればよいのだろう。

...と、悩んでいたが、FIFAのストリーミングで観戦できるということに気付き、全てが解決した。FIFAは今回の全試合を無料でストリーミングしており、管理人も、「FIFA 女子ワールドカップ アメリカースウェーデン戦」で初めてストリーミング観戦を体験した。何度も書くが、山奥なので、モバイル通信にも安定しないところがあり、 au [povo] および 楽天モバイル は全くダメ、ドコモ [OCN] は不安定、ソフトバンク回線のみが視聴可能だった。具体的には、mineoのソフトバンク回線を使い、ストリーミング品質を「SD」に設定して、視聴開始時には速度制限「なし」*3とすることで安定した。10分程度問題なく視聴出来たら、「マイそく(mineo)」の1.5Mbpsに切換えても、問題なく観戦できる。

www.plus.fifa.com

FIFAは、ワールドカップを全世界に無料ストリーミングして、企業の広告活動を待っているようだ。実際、DNSを「AdGuard」（94.140.14.14｜94.140.15.15）に設定したままでは、試合は視聴できなかった。つまり、「FIFAはTV放送が消滅した、近未来のインターネット環境を見据えて、ストリーミング放送を提供している」ようだ。

DXアンテナ UAD1900　近隣のNHK中継局は水平偏波なので90°傾けて設置している。

*1:管理人の山小屋では屋外でも屋内でも受信感度は変わらず、雪の影響を受けない屋内設置とした。（DIYで設置）

*2:当たり前だが、BSアンテナは山奥でも通常の45cmアンテナで充分だ。30mを越す大木が多い森の中なので、これらを慎重に避ける必要があったが、DIYで設置できた。

*3:山奥で特に電波状況が悪い場所なので、通常は4-8Mbpsまで。運がよければ、夜間に20Mbps程度出ることもある。数100m離れた場所では、楽天モバイルを含めた全キャリアとも、安定して30Mbps以上の速度が出る。

《資料》Florida’s State Academic Standards - Social Studies, 2023

米国フロリダ州教育委員会の社会科指導要領に改定があり、いろいろ意見が出ています。以下に、全文216頁をコメントなしで、掲載しましたので、ブラウザーの検索機能を使って調べるなど、活用してみてください。

-------------------------------------------------------------

Florida’s State Academic
Standards –
Social Studies, 2023
2
Benchmark Coding Scheme
The standards are associated by Strands. The coding provided below directs the user to which
strand each benchmark is associated.
SS.  5.  CG.  1.  1
Subject  Grade Level  Strand  Standard  Benchmark
Strands
AA = African American History (2023)
CG = Civics and Government
HE = Holocaust Education
FL = Financial Literacy
A = American History
W = World History
H = Humanities
P = Psychology
G = Geography
E = Economics
S = Sociology
3
K African American History Strand
SS.K.AA.1 Positive influences and contributions by African Americans.
SS.K.AA.1.1
Recognize African American inventors and explorers (i.e., Lonnie Johnson
[inventor], Mae C. Jemison, George Washington Carver).
1 African American History Strand
SS.1.AA.1 Positive influences and contributions by African Americans.
SS.1.AA.1.1
Identify African American artists (i.e., Aretha Franklin, Charles White
[Abraham Lincoln portrait], James Earl Jones, Maya Angelou).
2 African American History Strand
SS.2.AA.1 Positive influences and contributions by African Americans.
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).
4
3 African American History Strand
SS.3.AA.1 Positive influences and contributions by African Americans.
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).
4 African American History Strand
SS.4.AA.1 Positive influences and contributions by African Americans.
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).
5 African American History Strand
SS.5.AA.1 Resiliency, contributions and influence of African Americans on the
United States beginning in the colonial era through westward expansion.
SS.5.AA.1.1
Examine the life of African Americans in the colonial era.
Benchmark 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.
5
SS.5.AA.1.4
Identify freedoms and rights secured for and by former slaves.
Benchmark 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.
Benchmark Clarifications:
Clarification 1: Instruction includes African American communities (e.g., Fort Mose, Angola
Community, Black Seminoles, Fort Gadsden, Lincolnville, Eatonville).
6-8 African American History Strand
SS.68.AA.1 Understand the causes, courses and consequences of the slave trade in
the colonies.
SS.68.AA.1.1
Identify Afro-Eurasian trade routes and methods prior to the development of
the Atlantic slave trade.
Benchmark 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.
6
Benchmark 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.
Benchmark 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).
SS.68.AA.2  Analyze events that involved or affected Africans from the founding of the nation
through Reconstruction.
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.
Benchmark 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).
Benchmark Clarifications:
Clarification 1: Instruction includes how slaves developed skills which, in some instances, could be
applied for their personal benefit.
7
SS.68.AA.2.4
Examine the Underground Railroad and its importance to those seeking
freedom.
Benchmark 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.
Benchmark 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).
8
9-12 African American History Strand
SS.912.AA.1 Examine the causes, courses and consequences of the slave trade in the
colonies from 1609-1776.
SS.912.AA.1.1
Examine the condition of slavery as it existed in Africa, Asia, the Americas
and Europe prior to 1619.
Benchmark 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.
Benchmark 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.
9
Benchmark 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.
Benchmark 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.
Benchmark 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.
Benchmark 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.
10
Benchmark 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.
Benchmark 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.
Benchmark 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.
Benchmark 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.”
Benchmark Clarifications:
Clarification 1: Instruction includes how Spanish-controlled Florida attracted escaping slaves with the
promise of freedom.
11
SS.912.AA.2 Analyze events that involved or affected African descendants and
changed the American economic, political and social landscapes between 1776-1865.
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.
Benchmark 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.
Benchmark 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.
Benchmark 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.
12
Benchmark 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.
Benchmark 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.
Benchmark 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.
13
Benchmark 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.
Benchmark 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.
Benchmark 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.
14
Benchmark 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.
Benchmark 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.
Benchmark 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.
15
Benchmark 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.
Benchmark 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.
SS.912.AA.3 Identify significant events, figures and contributions that shaped African
American life from 1865-1954.
SS.912.AA.3.1
Analyze the changing social and economic roles of African Americans during
the Civil War and the Exodus of 1879.
Benchmark 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.
16
Benchmark 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.
Benchmark 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.
Benchmark 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.
17
Benchmark 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.
Benchmark 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.
Benchmark 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.
Benchmark 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).
18
SS.912.AA.3.9
Examine the various factors that led to and the consequences of the Great
Migration.
Benchmark 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.
Benchmark 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.
19
Benchmark 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).
SS.912.AA.4 Analyze economic, political, legal and social advancements of African
Americans and their contributions and sacrifices to American life from 1954 to
present, including factors that influenced them.
SS.912.AA.4.1
Analyze the influences and contributions of African American musical
pioneers.
Benchmark 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.
Benchmark 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.
Benchmark 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.
20
Benchmark 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.
Benchmark 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.
Benchmark 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).
21
Benchmark 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.
Benchmark 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.
Benchmark 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.
Benchmark 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.
Clarifications 3: Instruction should include local people, organizations, historic sites, cemeteries and
events.
22
Florida’s State Academic Standards – Social Studies Strands
K American History Strand
SS.K.A.1 Historical Inquiry and Analysis
SS.K.A.1.1  Develop an understanding of how to use and create a timeline.
SS.K.A.1.2
Develop an awareness of a primary source.
SS.K.A.2 Historical Knowledge
SS.K.A.2.1
Compare children and families of today with those in the past.
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.
SS.K.A.2.3
Compare our nation's holidays with holidays of other cultures.
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.
SS.K.A.2.5
Recognize the importance of U.S. symbols.
SS.K.A.3 Chronological Thinking
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.
SS.K.A.3.2
Explain that calendars represent days of the week and months of the year.
23
K African American History Strand
SS.K.AA.1 Positive influences and contributions by African Americans.
SS.K.AA.1.1
Recognize African American inventors and explorers (i.e., Lonnie Johnson
[inventor], Mae C. Jemison, George Washington Carver).
24
K Geography Strand
SS.K.G.1 The World in Spatial Terms
SS.K.G.1.1
Describe the relative location of people, places, and things by using positional
words.
SS.K.G.1.2
Explain that maps and globes help to locate different places and that globes
are a model of the Earth.
SS.K.G.1.3
Identify cardinal directions (north, south, east, west).
SS.K.G.1.4
Differentiate land and water features on simple maps and globes.
SS.K.G.2 Places and Regions
SS.K.G.2.1
Locate and describe places in the school and community.
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.
SS.K.G.3 Physical System
SS.K.G.3.1
Identify basic landforms.
SS.K.G.3.2
Identify basic bodies of water.
SS.K.G.3.3
Describe and give examples of seasonal weather changes and illustrate how
weather affects people and the environment.
25
K Economics Strand
SS.K.E.1 Beginning Economics
SS.K.E.1.1
Describe different kinds of jobs that people do and the tools or equipment
used
SS.K.E.1.2
Recognize that United States currency comes in different forms.
SS.K.E.1.3
Recognize that people work to earn money to buy things they need or want.
SS.K.E.1.4
Identify the difference between basic needs and wants.
26
K Civics and Government Strand
SS.K.CG.1 Foundations of Government, Law, and the American Political System
SS.K.CG.1.1
Identify the purpose of rules and laws in the home and school.
Benchmark 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.
SS.K.CG.1.2
Identify people who have the authority and power to make and enforce rules
and laws.
Benchmark Clarifications:
Clarification 1: Students will identify authority figures in their school and community including, but not
limited to, parents, teachers and law enforcement officers.
SS.K.CG.2 Civic and Political Participation
SS.K.CG.2.1
Describe and demonstrate the characteristics of being a responsible citizen.
Benchmark 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.
SS.K.CG.2.2  Describe ways for groups to make decisions.
Benchmark 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.
SS.K.CG.2.3  Define patriotism as the allegiance to one’s country.
27
Benchmark 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.
SS.K.CG.2.4  Recognize symbols that represent the United States.
Benchmark Clarifications:
Clarification 1: Students will recognize the American flag, the bald eagle and the U.S. President as
symbols that represent the United States.
SS.K.CG.2.5  Recognize symbols that represent Florida
Benchmark Clarifications:
Clarification 1: Students will recognize Florida’s state flag and state nickname (“The Sunshine State”)
as symbols that represent the state.
28
1 American History Strand
SS.1.A.1 Historical Inquiry and Analysis
SS.1.A.1.1
Develop an understanding of a primary source.
SS.1.A.1.2
Understand how to use the media center/other sources to find answers to
questions about a historical topic.
SS.1.A.2 Historical Knowledge
SS.1.A.2.1
Understand history tells the story of people and events of other times and
places.
SS.1.A.2.2
Compare life now with life in the past.
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.
SS.1.A.2.4
Identify people from the past who have shown character ideals and principles
including honesty, courage, and responsibility.
SS.1.A.2.5
Distinguish between historical fact and fiction using various materials.
SS.1.A.3 Chronological Thinking
SS.1.A.3.1
Use terms related to time to sequentially order events that have occurred in
school, home, or community.
SS.1.A.3.2
Create a timeline based on the student’s life or school events, using primary
sources.
29
1 African American History Strand
SS.1.AA.1 Positive influences and contributions by African Americans.
SS.1.AA.1.1
Identify African American artists (i.e., Aretha Franklin, Charles White
[Abraham Lincoln portrait], James Earl Jones, Maya Angelou).
30
1 Geography Strand
SS.1.G.1 The World in Spatial Terms
SS.1.G.1.1
Use physical and political/cultural maps to locate places in Florida.
SS.1.G.1.2
Identify key elements (compass rose, cardinal directions, title, key/legend
with symbols) of maps and globes.
SS.1.G.1.3
Construct a basic map using key elements including cardinal directions and
map symbols.
SS.1.G.1.4
Identify a variety of physical features using a map and globe.
SS.1.G.1.5
Locate on maps and globes the student’s local community, Florida, the
Atlantic Ocean, and the Gulf of Mexico.
SS.1.G.1.6
Describe how location, weather, and physical environment affect the way
people live in our community.
31
1 Economics Strand
SS.1.E.1 Beginning Economics
SS.1.E.1.1
Recognize that money is a method of exchanging goods and services.
SS.1.E.1.2
Define opportunity costs as giving up one thing for another.
SS.1.E.1.3
Distinguish between examples of goods and services.
SS.1.E.1.4
Distinguish people as buyers, sellers, and producers of goods and services.
SS.1.E.1.5
Recognize the importance of saving money for future purchases.
SS.1.E.1.6
Identify that people need to make choices because of scarce resources.
32
1 Civics and Government Strand
SS.1.CG.1 Foundations of Government, Law, and the American Political System
SS.1.CG.1.1  Explain the purpose of rules and laws in the home, school and community.
Benchmark 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.
SS.1.CG.1.2
Describe how the absence of rules and laws impacts individuals and the
community.
Benchmark 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.
SS.1.CG.2 Civic and Political Participation
SS.1.CG.2.1  Explain the rights and responsibilities students have in the school community.
Benchmark 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.
SS.1.CG.2.2  Describe the characteristics of citizenship in the school community.
Benchmark 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).
SS.1.CG.2.3  Recognize ways citizens can demonstrate patriotism.
33
Benchmark 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).
SS.1.CG.2.4  Recognize symbols and individuals that represent the United States.
Benchmark 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.
SS.1.CG.2.5  Recognize symbols and individuals that represent Florida.
Benchmark 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.
SS.1.CG.3 Structure and Functions of Government
SS.1.CG.3.1  Recognize that the United States and Florida have Constitutions.
Benchmark 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.”
SS.1.CG.3.2  Explain responsible ways for individuals and groups to make decisions.
Benchmark 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.
34
2 American History Strand
SS.2.A.1 Historical Inquiry and Analysis
SS.2.A.1.1
Examine primary and secondary sources.
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.
SS.2.A.2 Historical Knowledge
SS.2.A.2.1
Recognize that Native Americans were the first inhabitants in North America.
SS.2.A.2.2
Compare the cultures of Native American tribes from various geographic
regions of the United States.
SS.2.A.2.3
Describe the impact of immigrants on the Native Americans.
SS.2.A.2.4
Explore ways the daily life of people living in Colonial America changed over
time.
SS.2.A.2.5
Identify reasons people came to the United States throughout history.
SS.2.A.2.6
Discuss the importance of Ellis Island and the Statue of Liberty to
immigration from 1892 – 1954.
SS.2.A.2.7
Discuss why immigration continues today.
SS.2.A.2.8
Define opportunity costs as giving up one thing for another.
SS.2.A.3 Chronological Thinking
SS.2.A.3.1
Identify terms and designations of time sequence.
35
2 African American History Strand
SS.2.AA.1 Positive influences and contributions by African Americans.
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).
36
2 Geography Strand
SS.2.G.1 The World in Spatial Terms
SS.2.G.1.1
Use different types of maps (political, physical, and thematic) to identify map
elements.
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.
SS.2.G.1.3
Label on a map or globe the continents, oceans, Equator, Prime Meridian,
North and South Pole.
SS.2.G.1.4
Use a map to locate the countries in North America (Canada, United States,
Mexico, and the Caribbean Islands).
GRAPHY
37
2 Economics Strand
SS.2.E.1 Beginning Economics
SS.2.E.1.1
Recognize that people make choices because of limited resources.
SS.2.E.1.2
Recognize that people supply goods and services based on consumer
demands.
SS.2.E.1.3
Recognize that the United States trades with other nations to exchange goods
and services.
SS.2.E.1.4
Explain the personal benefits and costs involved in saving and spending.
38
2 Civics and Government Strand
SS.2.CG.1 Foundations of Government, Law, and the American Political System
SS.2.CG.1.1  Explain why people form governments.
Benchmark 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.
SS.2.CG.1.2
Explain how the U.S. government protects the liberty and rights of American
citizens.
Benchmark Clarifications:
Clarification 1: Students will recognize that the equal rights of citizens are protected by the U.S.
Constitution.
SS.2.CG.2 Civic and Political Participation
SS.2.CG.2.1  Explain what it means to be a U.S. citizen.
Benchmark Clarifications:
Clarification 1: Students will recognize that there are multiple ways to obtain citizenship.
SS.2.CG.2.2
Describe the characteristics of responsible citizenship at the local and state
levels.
Benchmark 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.
SS.2.CG.2.3  Explain how citizens demonstrate patriotism.
39
Benchmark 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).
SS.2.CG.2.4
Recognize symbols, individuals and documents that represent the United
States.
Benchmark 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.
SS.2.CG.2.5  Recognize symbols, individuals and documents that represent Florida.
Benchmark 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.
SS.2.CG.3 Structure and Functions of Government
SS.2.CG.3.1  Identify the Constitution of the United States as the supreme law of the land.
Benchmark 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.
40
3 American History Strand
SS.3.A.1 Historical Inquiry and Analysis
SS.3.A.1.1
Analyze primary and secondary sources.
SS.3.A.1.2
Utilize technology resources to gather information from primary and
secondary sources.
SS.3.A.1.3
Define terms related to the social sciences.
41
3 African American History Strand
SS.3.AA.1 Positive influences and contributions by African Americans.
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).
42
3 Geography Strand
SS.3.G.1 The World in Spatial Terms
SS.3.G.1.1
Use thematic maps, tables, charts, graphs, and photos to analyze geographic
information.
SS.3.G.1.2
Review basic map elements (coordinate grid, cardinal and intermediate
directions, title, compass rose, scale, key/legend with symbols).
SS.3.G.1.3
Label the continents and oceans on a world map.
SS.3.G.1.4
Name and identify the purpose of maps (physical, political, elevation,
population).
SS.3.G.1.5
Compare maps and globes to develop an understanding of the concept of
distortion.
SS.3.G.1.6
Use maps to identify different types of scale to measure distances between
two places.
SS.3.G.2 Places and Regions
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).
SS.3.G.2.2
Identify the five regions of the United States.
SS.3.G.2.3
Label the states in each of the five regions of the United States.
SS.3.G.2.4
Describe the physical features of the United States, Canada, Mexico, and the
Caribbean.
SS.3.G.2.5
Identify natural and man-made landmarks in the United States, Canada,
Mexico, and the Caribbean.
43
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.
SS.3.G.3 Physical Systems
SS.3.G.3.1
Describe the climate and vegetation in the United States, Canada, Mexico,
and the Caribbean.
SS.3.G.3.2
Describe the natural resources in the United States, Canada, Mexico, and the
Caribbean.
SS.3.G.4 Human Systems
SS.3.G.4.1
Explain how the environment influences settlement patterns in the United
States, Canada, Mexico, and the Caribbean.
SS.3.G.4.2
Identify the cultures that have settled the United States, Canada, Mexico, and
the Caribbean.
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.
SS.3.G.4.4
Identify contributions from various ethnic groups to the United States.
44
3 Economics Strand
SS.3.E.1 Beginning Economics
SS.3.E.1.1
Give examples of how scarcity results in trade.
SS.3.E.1.2
List the characteristics of money.
SS.3.E.1.3
Recognize that buyers and sellers interact to exchange goods and services
through the use of trade or money.
SS.3.E.1.4
Distinguish between currencies used in the United States, Canada, Mexico,
and the Caribbean.
45
3 Civics and Government Strand
SS.3.CG.1 Foundations of Government, Law, and the American Political System
SS.3.CG.1.1
Explain how the U.S. Constitution establishes the purpose and fulfills the
need for government.
Benchmark Clarifications:
Clarification 1: Students will explain the purpose of and need for government in terms of protection of
rights, organization, security and services.
SS.3.CG.1.2  Describe how the U.S. government gains its power from the people.
Benchmark 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.
SS.3.CG.2 Civic and Political Participation
SS.3.CG.2.1
Describe how citizens demonstrate civility, cooperation, volunteerism and
other civic virtues.
Benchmark 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.
SS.3.CG.2.2  Describe the importance of voting in elections.
Benchmark 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.
SS.3.CG.2.3  Explain the history and meaning behind patriotic holidays and observances.
46
Benchmark 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.
SS.3.CG.2.4
Recognize symbols, individuals, documents and events that represent the
United States.
Benchmark 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.
SS.3.CG.2.5
Recognize symbols, individuals, documents and events that represent the
State of Florida.
Benchmark 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 27 th state of the United States on March
3, 1845.
SS.3.CG.3 Structure and Functions of Government
SS.3.CG.3.1
Explain how the U.S. and Florida Constitutions establish the structure,
function, powers and limits of government.
Benchmark 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).
47
SS.3.CG.3.2  Recognize that government has local, state and national levels.
Benchmark 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.
48
4 American History Strand
SS.4.A.1 Historical Inquiry and Analysis
SS.4.A.1.1
Analyze primary and secondary resources to identify significant individuals
and events throughout Florida history.
SS.4.A.1.2
Synthesize information related to Florida history through print and electronic
media.
SS.4.A.2 Pre-Columbian Florida
SS.4.A.2.1
Compare Native American tribes in Florida.
SS.4.A.3 Exploration and Settlement of Florida
SS.4.A.3.1
Identify explorers who came to Florida and the motivations for their
expeditions.
SS.4.A.3.2
Describe causes and effects of European colonization on the Native American
tribes of Florida.
SS.4.A.3.3
Identify the significance of St. Augustine as the oldest permanent European
settlement in the United States.
SS.4.A.3.4
Explain the purpose of and daily life on missions (San Luis de Talimali in
present-day Tallahassee).
SS.4.A.3.5
Identify the significance of Fort Mose as the first free African community in
the United States.
SS.4.A.3.6
Identify the effects of Spanish rule in Florida.
SS.4.A.3.7
Identify nations (Spain, France, England) that controlled Florida before it
became a United States territory.
SS.4.A.3.8
Explain how the Seminole tribe formed and the purpose for their migration.
49
SS.4.A.3.9
Explain how Florida (Adams-Onis Treaty) became a U.S. territory.
SS.4.A.3.10
Identify the causes and effects of the Seminole Wars.
SS.4.A.4 Growth of Florida
SS.4.A.4.1
Explain the effects of technological advances on Florida.
SS.4.A.4.2
Describe pioneer life in Florida.
SS.4.A.5 Crisis of the Union: Civil War and Reconstruction in Florida
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.
SS.4.A.5.2
Summarize challenges Floridians faced during Reconstruction.
SS.4.A.6 Industrialization and Emergence of Modern Florida
SS.4.A.6.1
Describe the economic development of Florida’s major industries.
SS.4.A.6.2  Summarize contributions immigrant groups made to Florida.
SS.4.A.6.3  Describe the contributions of significant individuals to Florida.
SS.4.A.6.4  Describe effects of the Spanish American War on Florida.
SS.4.A.6 Industrialization and Emergence of Modern Florida
SS.4.A.6.1
Describe the economic development of Florida’s major industries.
50
SS.4.A.6.2
Summarize contributions immigrant groups made to Florida.
SS.4.A.6.3
Describe the contributions of significant individuals to Florida.
SS.4.A.6.4
Describe effects of the Spanish American War on Florida.
SS.4.A.7 Roaring 20’s, the Great Depression, and WWII in Florida
SS.4.A.7.1
Describe the causes and effects of the 1920’s Florida land boom and bust.
SS.4.A.7.2
Summarize challenges Floridians faced during the Great Depression.
SS.4.A.7.3
Identify Florida’s role in World War II.
SS.4.A.8 Contemporary Florida into the 21 st Century
SS.4.A.8.1
Identify Florida’s role in the Civil Rights Movement.
SS.4.A.8.2
Describe how and why immigration impacts Florida today.
SS.4.A.8.3
Describe the effect of the United States space program on Florida’s economy
and growth.
SS.4.A.8.4
Explain how tourism affects Florida’s economy and growth.
SS.4.A.9 Chronological Thinking
SS.4.A.9.1
Utilize timelines to sequence key events in Florida history.
51
4 African American History Strand
SS.4.AA.1 Positive influences and contributions by African Americans.
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).
52
4 Geography Strand
SS.4.G.1 The World in Spatial Terms
SS.4.G.1.1
Identify physical features of Florida.
SS.4.G.1.2
Locate and label cultural features on a Florida map.
SS.4.G.1.3
Explain how weather impacts Florida.
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).
53
4 Economics Strand
SS.4.E.1 Beginning Economics
SS.4.E.1.1
Identify entrepreneurs from various social and ethnic backgrounds who have
influenced Florida and local economy.
SS.4.E.1.2
Explain Florida’s role in the national and international economy and
conditions that attract businesses to the state.
54
4 Civics and Government Strand
SS.4.CG.1 Foundations of Government, Law, and the American Political System
SS.4.CG.1.1  Explain why the Florida government has a written Constitution.
Benchmark 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.
SS.4.CG.2 Civic and Political Participation
SS.4.CG.2.1
Identify and describe how citizens work with local and state governments to
solve problems.
Benchmark 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).
SS.4.CG.2.2
Explain the importance of voting, public service and volunteerism to the state
and nation.
Benchmark 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.
SS.4.CG.2.3  Identify individuals who represent the citizens of Florida at the state level.
Benchmark 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.
55
SS.4.CG.3 Structure and Functions of Government
SS.4.CG.3.1  Explain the structure and functions of the legislative, executive and judicial
branches of government in Florida.
Benchmark 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.
SS.4.CG.3.2  Compare the structure, functions and processes of local and state government.
Benchmark 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).
56
4 Financial Literacy Strand
SS.4.FL.1 Earning Income
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.
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.
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.
Example: Explain how a waitress, a teacher, and a realtor are paid.
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.
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.
SS.4.FL.1.6
Describe ways that people who own a business can earn a profit, which is a
source of income.
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.
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.
SS.4.FL.2 Buying Goods and Services
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.
57
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.
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.
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.
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.
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.
SS.4.FL.2.7
Planning for spending can help people make informed choices. Develop a
budget plan for spending, saving, and managing income.
SS.4.FL.3 Saving
SS.4.FL.3.1
Identify ways that income is saved, spent on goods and services, or used to
pay taxes.
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.
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.
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.
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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.
SS.4.FL.4 Using Credit
SS.4.FL.4.1
Discuss that interest is the price the borrower pays for using someone else’s
money.
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.
SS.4.FL.5 Financial Investing
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.
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.
SS.4.FL.6 Protecting and Insuring
SS.4.FL.6.1
Explain that risk is the chance of loss or harm.
SS.4.FL.6.2
Explain that risk from accidents and unexpected events is an unavoidable part
of daily life.
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.
SS.4.FL.6.4
Discuss that one method to cope with unexpected losses is to save for
emergencies.
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5 American History Strand
SS.5.A.1 Historical Inquiry and Analysis
SS.5.A.1.1
Use primary and secondary sources to understand history.
SS.5.A.1.2
Utilize timelines to identify and discuss American History time periods.
SS.5.A.2 Pre-Columbian North America
SS.5.A.2.1
Compare cultural aspects of ancient American civilizations (Aztecs/Mayas;
Mound Builders/Anasazi/Inuit).
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).
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.
SS.5.A.3 Exploration and Settlement of North America
SS.5.A.3.1
Describe technological developments that shaped European exploration.
SS.5.A.3.2
Investigate (nationality, sponsoring country, motives, dates and routes of
travel, accomplishments) the European explorers.
SS.5.A.3.3
Describe interactions among Native Americans, Africans, English, French,
Dutch, and Spanish for control of North America.
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SS.5.A.4 Colonization of North America
SS.5.A.4.1
Identify the economic, political and socio-cultural motivation for colonial
settlement.
SS.5.A.4.2
Compare characteristics of New England, Middle, and Southern colonies.
SS.5.A.4.3
Identify significant individuals responsible for the development of the New
England, Middle, and Southern colonies.
SS.5.A.4.4
Demonstrate an understanding of political, economic, and social aspects of
daily colonial life in the thirteen colonies.
SS.5.A.4.5
Explain the importance of Triangular Trade linking Africa, the West Indies,
the British Colonies, and Europe.
SS.5.A.4.6
Describe the introduction, impact, and role of slavery in the colonies.
SS.5.A.5 American Revolution & Birth of a New Nation
SS.5.A.5.1
Identify and explain significant events leading up to the American
Revolution.
SS.5.A.5.2
Identify significant individuals and groups who played a role in the American
Revolution.
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.
SS.5.A.5.4
Examine and explain the changing roles and impact of significant women
during the American Revolution.
SS.5.A.5.5
Examine and compare major battles and military campaigns of the American
Revolution.
SS.5.A.5.6
Identify the contributions of foreign alliances and individuals to the outcome
of the Revolution.
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SS.5.A.5.7
Explain economic, military, and political factors which led to the end of the
Revolutionary War.
SS.5.A.5.8
Evaluate the personal and political hardships resulting from the American
Revolution.
SS.5.A.5.9
Discuss the impact and significance of land policies developed under the
Confederation Congress (Northwest Ordinance of 1787).
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.
SS.5.A.6 Growth and Westward Expansion
SS.5.A.6.1
Describe the causes and effects of the Louisiana Purchase.
SS.5.A.6.2
Identify roles and contributions of significant people during the period of
westward expansion.
SS.5.A.6.3
Examine 19th century advancements (canals, roads, steamboats, flat boats,
overland wagons, Pony Express, railroads) in transportation and
communication.
SS.5.A.6.4
Explain the importance of the explorations west of the Mississippi River.
SS.5.A.6.5
Identify the causes and effects of the War of 1812.
SS.5.A.6.6
Explain how westward expansion affected Native Americans.
SS.5.A.6.7
Discuss the concept of Manifest Destiny.
SS.5.A.6.8
Describe the causes and effects of the Missouri Compromise.
SS.5.A.6.9
Describe the hardships of settlers along the overland trails to the west.
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5 African American History Strand
SS.5.AA.1 Resiliency, contributions and influence of African Americans on the
United States beginning in the colonial era through westward expansion.
SS.5.AA.1.1
Examine the life of African Americans in the colonial era.
Benchmark 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.
Benchmark 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.
Benchmark Clarifications:
Clarification 1: Instruction includes African American communities (e.g., Fort Mose, Angola
Community, Black Seminoles, Fort Gadsden, Lincolnville, Eatonville).
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5 Geography Strand
SS.5.G.1 The World in Spatial Terms
SS.5.G.1.1
Interpret current and historical information using a variety of geographic
tools.
SS.5.G.1.2
Use latitude and longitude to locate places.
SS.5.G.1.3
Identify major United States physical features on a map of North America.
SS.5.G.1.4
Construct maps, charts, and graphs to display geographic information.
SS.5.G.1.5
Identify and locate the original thirteen colonies on a map of North America.
SS.5.G.1.6
Locate and identify states, capitals, and United States Territories on a map.
SS.5.G.2 Places and Regions
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.
SS.5.G.3 Environment and Society
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.
SS.5.G.4 Uses of Geography
SS.5.G.4.1
Use geographic knowledge and skills when discussing current events.
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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5 Economics Strand
SS.5.E.1 Market Economy
SS.5.E.1.1
Identify how trade promoted economic growth in North America from pre-
Columbian times to 1850.
SS.5.E.1.2
Describe a market economy, and give examples of how the colonial and early
American economy exhibited these characteristics.
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.
SS.5.E.2 The International Economy
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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5 Civics and Government
SS.5.CG.1 Foundations of Government, Law, and the American Political System
SS.5.CG.1.1
Recognize that the Declaration of Independence affirms that every U.S.
citizen has certain unalienable rights.
Benchmark 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.
SS.5.CG.1.2
Explain how and why the U.S. government was created by the U.S.
Constitution.
Benchmark 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.
SS.5.CG.1.3  Discuss arguments for adopting a representative form of government.
Benchmark Clarifications:
Clarification 1: Students will explain what is meant by a representative government.
SS.5.CG.1.4  Describe the history, meaning and significance of the Bill of Rights.
Benchmark 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.
SS.5.CG.2 Civic and Political Participation
SS.5.CG.2.1
Discuss the political ideas of Patriots, Loyalists and other colonists about the
American Revolution.
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Benchmark 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.
SS.5.CG.2.2  Compare forms of political participation in the colonial period to today.
Benchmark 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).
SS.5.CG.2.3  Analyze how the U.S. Constitution expanded civic participation over time.
Benchmark 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.
SS.5.CG.2.4  Evaluate the importance of civic duties and responsibilities to the preservation
of the United States’ constitutional republic.
Benchmark 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.
SS.5.CG.2.5  Identify individuals who represent the citizens of Florida at the national level.
Benchmark 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.
SS.5.CG.2.6  Explain symbols and documents that represent the United States.
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Benchmark 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.
SS.5.CG.3 Structure and Functions of Government
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.
Benchmark 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.
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.
Benchmark 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.
SS.5.CG.3.3  Explain the role of the court system in interpreting law and settling conflicts.
Benchmark 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.
SS.5.CG.3.4  Describe the process for amending the U.S. Constitution.
Benchmark 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.
SS.5.CG.3.5  Explain how the U.S. Constitution influenced the Florida Constitution.
Benchmark Clarifications:
Clarification 1: Students will identify the purpose of a constitution (e.g., provides a framework for
government, limits government authority, protects the rights of the people).
Clarification 2: Students will recognize the basic outline of the U.S. and Florida Constitutions (both
have articles, amendments and preambles).
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SS.5.CG.3.6  Explain the relationship between the state and national governments.
Benchmark 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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5 Holocaust Education Strand
SS.5.HE.1 Structure and Functions of Government
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.
Benchmark 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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6-8 African American History Strand
SS.68.AA.1 Understand the causes, courses and consequences of the slave trade in
the colonies.
SS.68.AA.1.1
Identify Afro-Eurasian trade routes and methods prior to the development of
the Atlantic slave trade.
Benchmark 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.
Benchmark 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.
Benchmark 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).
SS.68.AA.2  Analyze events that involved or affected Africans from the founding of the nation
through Reconstruction.
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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.
Benchmark 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).
Benchmark 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.
Benchmark 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.
Benchmark 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).
72
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).
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6-8 Holocaust Education Strand
SS.68.HE.1 Structure and Functions of Government
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.
Benchmark 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.
Clarification3: 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).
74
6 Geography Strand
SS.6.G.1 Understand how to use maps and other geographic representations, tools and
technology to report information.
SS.6.G.1.1
Use latitude and longitude coordinates to understand the relationship between
people and places on the Earth.
SS.6.G.1.2
Analyze the purposes of map projections (political, physical, special purpose)
and explain the applications of various types of maps.
SS.6.G.1.3
Identify natural wonders of the ancient world.
SS.6.G.1.4
Utilize tools geographers use to study the world.
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.
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.
SS.6.G.1.7
Use maps to identify characteristics and boundaries of ancient civilizations
that have shaped the world today.
SS.6.G.2 Understand physical and cultural characteristics of places.
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.
SS.6.G.2.2
Differentiate between continents, regions, countries, and cities in order to
understand the complexities of regions created by civilizations.
SS.6.G.2.3
Analyze the relationship of physical geography to the development of ancient
river valley civilizations.
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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.
SS.6.G.2.5
Interpret how geographic boundaries invite or limit interaction with other
regions and cultures.
SS.6.G.2.6
Explain the concept of cultural diffusion and identify the influences of
different ancient cultures on one another.
SS.6.G.2.7
Interpret choropleths or dot-density maps to explain the distribution of
population in the ancient world.
SS.6.G.3 Understand the relationships between the Earth's ecosystems and the
populations that dwell within them.
SS.6.G.3.1
Explain how the physical landscape has affected the development of
agriculture and industry in the ancient world.
SS.6.G.3.2
Analyze the impact of human populations on the ancient world's ecosystems.
SS.6.G.4 Understand the characteristics, distribution, and migration of human
populations.
SS.6.G.4.1
Explain how family and ethnic relationships influenced ancient cultures.
SS.6.G.4.2
Use maps to trace significant migrations, and analyze their results.
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.
SS.6.G.4.4
Map and analyze the impact of the spread of various belief systems in the
ancient world.
76
SS.6.G.5 Understand how human actions can impact the environment.
SS.6.G.5.1
Identify the methods used to compensate for the scarcity of resources in the
ancient world.
SS.6.G.5.2
Use geographic terms and tools to explain why ancient civilizations
developed networks of highways, waterways, and other transportation
linkages.
SS.6.G.5.3
Use geographic tools and terms to analyze how famine, drought, and natural
disasters plagued many ancient civilizations.
SS.6.G.6 Understand how to apply geography to interpret the past and present and plan
for the future.
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.
SS.6.G.6.2
Compare maps of the world in ancient times with current political maps.
77
6 Economics Strand
SS.6.E.1 Understand the fundamental concepts relevant to the development of a market
economy.
SS.6.E.1.1
Identify the factors (new resources, increased productivity, education,
technology, slave economy, territorial expansion) that increase economic
growth.
SS.6.E.1.2
Describe and identify traditional and command economies as they appear in
different civilizations.
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).
SS.6.E.2 Understand the fundamental concepts relevant to the institutions, structure, and
functions of a national economy
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.
SS.6.E.3 Understand the fundamental concepts relevant to the institutions, structure, and
functions of a national economy
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.
SS.6. E.3.2
Categorize products that were traded among civilizations, and give examples
of barriers to trade of those products.
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.
78
SS.6.E.3.4
Describe the relationship among civilizations that engage in trade, including
the benefits and drawbacks of voluntary trade.
79
6 Civics and Government Strand
SS.6.CG.1 Demonstrate an understanding of the origins and purposes of government,
law, and the American political system.
SS.6.CG.1.1
Analyze how democratic concepts developed in ancient Greece served as a
foundation for the United States’ constitutional republic.
Benchmark 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.
Clarification3: Students will recognize the influence of ancient Greece on the American political
process.
SS.6.CG.1.2
Analyze the influence of ancient Rome on the United States’ constitutional
republic.
Benchmark 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.
SS.6.CG.1.3
Examine rule of law in the ancient world and its influence on the United
States’ constitutional republic.
Benchmark 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.
SS.6.CG.1.4
Examine examples of civic leadership and virtue in ancient Greece and
ancient Rome.
Benchmark 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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6 World History Strand
SS.6.W.1 Utilize historical inquiry skills and analytical processes.
SS.6.W.1.1
Use timelines to identify chronological order of historical events.
SS.6.W.1.2
Identify terms (decade, century, epoch, era, millennium, BC/BCE, AD/CE)
and designations of time periods.
SS.6.W.1.3
Interpret primary and secondary sources.
SS.6.W.1.4
Describe the methods of historical inquiry and how history relates to the other
social sciences.
SS.6.W.1.5
Describe the roles of historians and recognize varying historical interpretations
(historiography).
SS.6.W.1.6
Describe how history transmits culture and heritage and provides models of human
character.
SS.6.W.2 Describe the emergence of early civilizations (Nile, Tigris-Euphrates, Indus,
and Yellow Rivers, Meso and South American).
SS.6.W.2.1
Compare the lifestyles of hunter-gatherers with those of settlers of early
agricultural communities.
SS.6.W.2.2
Describe how the developments of agriculture and metallurgy related to
settlement, population growth, and the emergence of civilization.
SS.6.W.2.3
Identify the characteristics of civilization.
SS.6.W.2.4
Compare the economic, political, social, and religious institutions of ancient
river civilizations.
SS.6.W.2.5
Summarize important achievements of Egyptian civilization.
SS.6.W.2.6
Determine the contributions of key figures from ancient Egypt.
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SS.6.W.2.7
Summarize the important achievements of Mesopotamian civilization.
SS.6.W.2.8
Determine the impact of key figures from ancient Mesopotamian civilizations.
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.
SS.6.W.2.10
Compare the emergence of advanced civilizations in Meso and South
America with the four early river valley civilizations.
SS.6.W.3 Recognize significant events, figures, and contributions of classical
civilizations (Phoenicia, Greece, Rome, Axum).
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).
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.
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.3.4
Explain the causes and effects of the Persian and Peloponnesian Wars.
SS.6.W.3.5
Summarize the important achievements and contributions of ancient Greek
civilization.
SS.6.W.3.6
Determine the impact of key figures from ancient Greece.
SS.6.W.3.7
Summarize the key achievements, contributions, and figures associated with
The Hellenistic Period.
SS.6.W.3.8
Determine the impact of significant figures associated with ancient Rome.
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).
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.
SS.6.W.3.12
Explain the causes for the growth and longevity of the Roman Empire.
SS.6.W.3.13
Identify key figures and the basic beliefs of early Christianity and how these
beliefs impacted the Roman Empire.
SS.6.W.3.14
Describe the key achievements and contributions of Roman civilization.
SS.6.W.3.15
Explain the reasons for the gradual decline of the Western Roman Empire
after the Pax Romana.
SS.6.W.3.16
Compare life in the Roman Republic for patricians, plebeians, women,
children, and slaves.
SS.6.W.3.17
Explain the spread and influence of the Latin language on Western
Civilization.
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.
SS.6.W.4 Recognize significant events, figures, and contributions of classical Asian
civilizations (China, India).
SS.6.W.4.1
Discuss the significance of Aryan and other tribal migrations on Indian
civilization.
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.
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.
SS.6.W.4.5
Summarize the important achievements and contributions of ancient Indian
civilization.
SS.6.W.4.6
Describe the concept of the Mandate of Heaven and its connection to the
Zhou and later dynasties.
SS.6.W.4.7
Explain the basic teachings of Laozi, Confucius, and Han Fei Zi.
SS.6.W.4.8
Describe the contributions of classical and post classical China.
SS.6.W.4.9
Identify key figures from classical and post classical China.
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.
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.
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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7 Geography Strand
SS.7.G.1 Understand how to use maps and other geographic representations, tools, and
technology to report information.
SS.7.G.1.1
Locate the fifty states and their capital cities in addition to the nation's capital
on a map.
SS.7.G.1.2
Locate on a world map the territories and protectorates of the United States of
America.
SS.7.G.1.3
Interpret maps to identify geopolitical divisions and boundaries of places in
North America.
SS.7.G.2 Understand physical and cultural characteristics of places.
SS.7.G.2.1
Locate major cultural landmarks that are emblematic of the United States.
SS.7.G.2.2
Locate major physical landmarks that are emblematic of the United States.
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.
SS.7.G.2.4
Describe current major cultural regions of North America.
SS.7.G.3 Understand the relationships between the Earth's ecosystems and the
populations that dwell within them.
SS.7.G.3.1
Use maps to describe the location, abundance, and variety of natural resources
in North America.
SS.7.G.4 Understand the characteristics, distribution, and migration of human
populations.
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SS.7.G.4.1
Use geographic terms and tools to explain cultural diffusion throughout North
America.
SS.7.G.4.2
Use maps and other geographic tools to examine the importance of
demographics within political divisions of the United States.
SS.7.G.5 Understand how human actions can impact the environment.
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.
SS.7.G.6 Understand the characteristics, distribution, and migration of human
populations.
SS.7.G.6.1
Use Geographic Information Systems (GIS) or other technology to view maps
of current information about the United States.
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7 Economics Strand
SS.7.E.1 Understand the fundamental concepts relevant to the development of a market
economy.
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.
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.
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.
SS.7.E.1.4
Discuss the function of financial institutions in the development of a market
economy.
SS.7.E.1.5
Assess how profits, incentives, and competition motivate individuals,
households, and businesses in a free market economy.
SS.7.E.1.6
Compare the national budget process to the personal budget process.
SS.7.E.2 Understand the fundamental concepts relevant to the institutions, structure, and
functions of a national economy.
SS.7.E.2.1
Explain how federal, state, and local taxes support the economy as a function
of the United States government.
SS.7.E.2.2
Describe the banking system in the United States and its impact on the money
supply.
SS.7.E.2.3
Identify and describe United States laws and regulations adopted to promote
economic competition.
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.
SS.7.E.3 Understand the fundamental concepts and interrelationships of the United
States economy in the international marketplace.
SS.7.E.3.1
Explain how international trade requires a system for exchanging currency
between and among nations.
SS.7.E.3.2
Assess how the changing value of currency affects trade of goods and services
between nations.
SS.7.E.3.3
Compare and contrast a single resource economy with a diversified economy.
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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7 Civics and Government Strand
SS.7.CG.1 Demonstrate an understanding of the origins and purposes of government,
law and the American political system.
SS.7.CG.1.1
Analyze the influences of ancient Greece, ancient Rome and the Judeo-
Christian tradition on America’s constitutional republic.
Benchmark 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.
SS.7.CG.1.2
Trace the principles underlying America’s founding ideas on law and
government.
Benchmark 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.
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.
Benchmark 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).
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.
89
Benchmark 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.
SS.7.CG.1.5
Describe how British policies and responses to colonial concerns led to the
writing of the Declaration of Independence.
Benchmark 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.
SS.7.CG.1.6
Analyze the ideas and grievances set forth in the Declaration of
Independence.
Benchmark 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.
Clarification6: 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).
SS.7.CG.1.7
Explain how the weaknesses of the Articles of Confederation led to the
writing of the U.S. Constitution.
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Benchmark 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).
SS.7.CG.1.8  Explain the purpose of the Preamble to the U.S. Constitution.
Benchmark 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.
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.
Benchmark 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.
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.
Benchmark 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.
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.
91
Benchmark 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).
SS.7.CG.2 Evaluate the roles, rights, and responsibilities of United States citizens, and
determine methods of active participation in society, government, and the political
system.
SS.7.CG.2.1
Define the term “citizen,” and explain the constitutional means of becoming a
U.S. citizen.
Benchmark 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.
SS.7.CG.2.2
Differentiate between obligations and responsibilities of U.S. citizenship, and
evaluate their impact on society.
Benchmark 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.
SS.7.CG.2.3
Identify and apply the rights contained in the Bill of Rights and other
amendments to the U.S. Constitution.
92
Benchmark 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.
SS.7.CG.2.4
Explain how the U.S. Constitution and the Bill of Rights safeguard individual
rights.
Benchmark 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.
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.
Benchmark 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.
SS.7.CG.2.6
Examine the election and voting process at the local, state and national levels.
Benchmark 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.
SS.7.CG.2.7
Identify the constitutional qualifications required to hold state and national
office.
93
Benchmark Clarifications:
Clarification 1: Students will recognize the qualifications to seek election to local and state political
offices.
SS.7.CG.2.8
Examine the impact of media, individuals, and interest groups on monitoring
and influencing government.
Benchmark 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.
SS.7.CG.2.9
Analyze media and political communications and identify examples of bias,
symbolism and propaganda.
Benchmark 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.
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.
Benchmark 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.
SS.7.CG.3 Demonstrate an understanding of the principles, functions, and organization
of government.
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.
94
Benchmark 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.
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.
Benchmark 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.
SS.7.CG.3.3
Describe the structure and function of the three branches of government
established in the U.S. Constitution.
Benchmark 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.
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.
Benchmark 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.
SS.7.CG.3.5  Explain the amendment process outlined in Article V of the U.S. Constitution.
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Benchmark 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.
SS.7.CG.3.6
Analyze how the 13th, 14th, 15th, 19th, 24th and 26th Amendments
broadened participation in the political process.
Benchmark 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.
SS.7.CG.3.7
Explain the structure, functions and processes of the legislative branch of
government.
Benchmark 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.
SS.7.CG.3.8
Explain the structure, functions and processes of the executive branch of
government.
Benchmark 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).
SS.7.CG.3.9
Explain the structure, functions and processes of the judicial branch of
government.
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Benchmark 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.
SS.7.CG.3.10  Identify sources and types of law.
Benchmark 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
SS.7.CG.3.11
Analyze the effects of landmark Supreme Court decisions on law, liberty and
the interpretation of the U.S. Constitution.
Benchmark 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.
SS.7.CG.3.12  Compare the U.S. and Florida constitutions.
Benchmark 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.
SS.7.CG.3.13
Explain government obligations to its citizens and the services provided at the
local, state and national levels.
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Benchmark 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.
SS.7.CG.3.14
Explain the purpose and function of the Electoral College in electing the
President of the United States.
Benchmark Clarifications:
Clarification 1: Students will explain the origin of the Electoral College and the changes made to it by
the 12th Amendment.
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.
Benchmark 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.
SS.7.CG.4 Demonstrate an understanding of contemporary issues in world affairs, and
evaluate the role and impact of United States foreign policy.
SS.7.CG.4.1
Explain the relationship between U.S. foreign and domestic policy.
Benchmark 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.
SS.7.CG.4.2
Describe the United States’ and citizen participation in international
organizations.
Benchmark 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.
Benchmark 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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8 American History Strand
SS.8.A.1 Use research and inquiry skills to analyze American History using primary and
secondary sources.
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.
SS.8.A.1.2
Analyze charts, graphs, maps, photographs and timelines; analyze political
cartoons; determine cause and effect.
SS.8.A.1.3
Analyze current events relevant to American History topics through a variety
of electronic and print media resources.
SS.8.A.1.4
Differentiate fact from opinion, utilize appropriate historical research and
fiction/nonfiction support materials.
SS.8.A.1.5
Identify, within both primary and secondary sources, the author, audience,
format, and purpose of significant historical documents.
SS.8.A.1.6
Compare interpretations of key events and issues throughout American
History.
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.
SS.8.A.2 Examine the causes, course, and consequences of British settlement in the
American colonies.
SS.8.A.2.1
Compare the relationships among the British, French, Spanish, and Dutch in
their struggle for colonization of North America.
SS.8.A.2.2
Compare the characteristics of the New England, Middle, and Southern
colonies.
SS.8.A.2.3
Differentiate economic systems of New England, Middle and Southern
colonies including indentured servants and slaves as labor sources.
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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.
SS.8.A.2.5
Discuss the impact of colonial settlement on Native American populations.
SS.8.A.2.6
Examine the causes, course, and consequences of the French and Indian War.
SS.8..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 Demonstrate an understanding of the causes, course, and consequences of the
American Revolution and the founding principles of our nation.
SS.8.A.3.1
Explain the consequences of the French and Indian War in British policies for
the American colonies from 1763 - 1774.
SS.8.A.3.2
Explain American colonial reaction to British policy from 1763 - 1774.
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.
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.
SS.8.A.3.5
Describe the influence of individuals on social and political developments
during the Revolutionary era.
SS.8.A.3.6
Examine the causes, course, and consequences of the American Revolution.
SS.8.A.3.7
Examine the structure, content, and consequences of the Declaration of
Independence.
SS.8.A.3.8
Examine individuals and groups that affected political and social motivations
during the American Revolution.
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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.
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).
SS.8.A.3.11
Analyze support and opposition (Federalists, Federalist Papers, Anti-
Federalists, Bill of Rights) to ratification of the U.S. Constitution.
SS.8.A.3.12
Examine the influences of George Washington's presidency in the formation
of the new nation.
SS.8.A.3.13
Explain major domestic and international economic, military, political, and
socio-cultural events of John Adams's presidency.
SS.8.A.3.14
Explain major domestic and international economic, military, political, and
socio-cultural events of Thomas Jefferson's presidency.
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).
SS.8.A.3.16
Examine key events in Florida history as each impacts this era of American
history.
SS.8.A.4 Demonstrate an understanding of the domestic and international causes,
course, and consequences of westward expansion.
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).
SS.8.A.4.2
Describe the debate surrounding the spread of slavery into western territories
and Florida.
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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.
SS.8.A.4.4
Discuss the impact of westward expansion on cultural practices and migration
patterns of Native American and African slave populations.
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.
SS.8.A.4.6
Identify technological improvements (inventions/inventors) that contributed
to industrial growth.
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.4.8
Describe the influence of individuals on social and political developments of
this era in American History.
SS.8.A.4.9
Analyze the causes, course and consequences of the Second Great Awakening
on social reform movements.
SS.8.A.4.10
Analyze the impact of technological advancements on the agricultural
economy and slave labor.
SS.8.A.4.11
Examine the aspects of slave culture including plantation life, resistance
efforts, and the role of the slaves' spiritual system.
SS.8.A.4.12
Examine the effects of the 1804 Haitian Revolution on the United States
acquisition of the Louisiana Territory.
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.
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.
SS.8.A.4.16
Identify key ideas and influences of Jacksonian democracy.
SS.8.A.4.17
Examine key events and peoples in Florida history as each impacts this era of
American history.
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.
SS.8.A.5 Examine the causes, course, and consequence of the Civil War and
Reconstruction including its effects on American peoples.
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).
SS.8.A.5.2
Analyze the role of slavery in the development of sectional conflict.
SS.8.A.5.3
Explain major domestic and international economic, military, political, and
socio-cultural events of Abraham Lincoln's presidency.
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.
SS.8.A.5.5
Compare Union and Confederate strengths and weaknesses.
SS.8.A.5.6
Compare significant Civil War battles and events and their effects on civilian
populations.
SS.8.A.5.7
Examine key events and peoples in Florida history as each impacts this era of
American history.
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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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8 Geography Strand
SS.8.G.1 Understand how to use maps and other geographic representations, tools, and
technology to report information.
SS.8.G.1.1
Use maps to explain physical and cultural attributes of major regions
throughout American history.
SS.8.G.1.2
Use appropriate geographic tools and terms to identify and describe
significant places and regions in American history.
SS.8.G.2 Understand physical and cultural characteristics of places.
SS.8.G.2.1
Identify the physical elements and the human elements that define and
differentiate regions as relevant to American history.
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.
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.
SS.8.G.3 Understand the relationships between the Earth's ecosystems and the
populations that dwell within them.
SS.8.G.3.1
Locate and describe in geographic terms the major ecosystems of the United
States.
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 Understand the characteristics, distribution, and migration of human
populations.
SS.8.G.4.1
Interpret population growth and other demographic data for any given place
in the United States throughout its history.
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.
SS.8.G.4.3
Use geographic terms and tools to explain cultural diffusion throughout the
United States as it expanded its territory.
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.
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.
SS.8.G.4.6
Use political maps to describe changes in boundaries and governance
throughout American history.
SS.8.G.5 Understand how human actions can impact the environment.
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.
SS.8.G.5.2
Describe the impact of human modifications on the physical environment and
ecosystems of the United States throughout history.
SS.8.G.6 Understand how to apply geography to interpret the past and present and plan
for the future.
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.
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8 Economics Strand
SS.8.E.1 Understand the fundamental concepts relevant to the development of a market
economy.
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.
SS.8.E.2 Understand the fundamental concepts relevant to the institutions, structure, and
functions of a national economy.
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.
SS.8.E.2.2
Explain the economic impact of government policies.
SS.8.E.2.3
Assess the role of Africans and other minority groups in the economic
development of the United States.
SS.8.E.3 Understand the fundamental concepts relevant to the institutions, structure, and
functions of a national economy.
SS.8.E.3.1
Evaluate domestic and international interdependence.
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8 Civics and Government Strand
SS.8.CG.1 Demonstrate an understanding of the origins and purposes of government,
law and the American political system.
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.
Benchmark 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.
SS.8.CG.1.2
Compare and contrast the 1838 Florida Constitution and 1868 Florida
Constitution.
Benchmark 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).
SS.8.CG.1.3
Explain the importance of the rule of law in the United States’ constitutional
republic.
Benchmark 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).
SS.8.CG.2 Evaluate the roles, rights and responsibilities of U.S. citizens, and determine
methods of active participation in society, government and the political system.
SS.8.CG.2.1
Identify the constitutional provisions for establishing citizenship.
Benchmark Clarifications:
Clarification 1: Students will explain how the 14th Amendment establishes citizenship.
SS.8.CG.2.2  Compare the responsibilities of citizens at the local, state and national levels.
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Benchmark 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).
SS.8.CG.2.3
Analyze the role of civic virtue in the lives of citizens and leaders from the
Colonial period through Reconstruction.
Benchmark Clarifications:
Clarification 1: Students will understand how the idea of civic virtue changes in response to the attitudes
of citizens and leaders over time.
SS.8.CG.2.4
Explain how forms of civic and political participation changed from the
Colonial period through Reconstruction.
Benchmark Clarifications:
Clarification 1: Students will describe significant acts of civic and political participation from the
Colonial period through Reconstruction.
SS.8.CG.2.5  Analyze how the Bill of Rights guarantees civil rights and liberties to citizens.
Benchmark 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.
SS.8.CG.2.6
Evaluate how amendments to the U.S. Constitution expanded opportunities
for civic participation through Reconstruction.
Benchmark 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.
SS.8.CG.3 Demonstrate an understanding of the principles, functions and organization
of government.
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.
Benchmark 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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8 Financial Literacy Strand
SS.8.FL.1 Earning Income
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.
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.
SS.8.FL.1.3
Explain that getting more education and learning new job skills can increase a
person’s human capital and productivity.
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.
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.
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.
SS.8.FL.1.7
Identify that interest, dividends, and capital appreciation (gains) are forms of
income earned from financial investments.
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.
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SS.8.FL.2 Buying Goods and Services
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.
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.
SS.8.FL.2.3
Describe the variety of payment methods people can use in order to buy
goods and services.
SS.8.FL.2.4
Examine choosing a payment method, by weighing the costs and benefits of
the different payment options.
SS.8.FL.2.5
Discuss the fact that people may revise their budget based on unplanned
expenses and changes in income.
SS.8.FL.3 Saving
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.
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.
SS.8.FL.3.3
Discuss that interest rates paid on savings and charged on loans, like all
prices, are determined in a market.
SS.8.FL.3.4
Explain that, when interest rates increase, people earn more on their savings
and their savings grow more quickly.
SS.8.FL.3.5
Identify principal as the initial amount of money upon which interest is paid.
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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.
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.
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.
SS.8.FL.4 Using Credit
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.
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.
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.
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.
SS.8.FL.5 Financial Investing
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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.
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.
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.
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.
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.
SS.8.FL.6 Protecting and Insuring
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.
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.
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.
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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.
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.
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.
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.
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9-12 American History Strand
SS.912.A.1 Use research and inquiry skills to analyze American history using primary
and secondary sources.
SS.912.A.1.1
Describe the importance of historiography, which includes how historical
knowledge is obtained and transmitted, when interpreting events in history.
SS.912.A.1.2
Utilize a variety of primary and secondary sources to identify author,
historical significance, audience, and authenticity to understand a historical
period.
SS.912.A.1.3
Utilize timelines to identify the time sequence of historical data.
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.
SS.912.A.1.5
Evaluate the validity, reliability, bias, and authenticity of current events and
Internet resources.
SS.912.A.1.6
Use case studies to explore social, political, legal, and economic relationships
in history.
SS.912.A.1.7
Describe various socio-cultural aspects of American life including arts,
artifacts, literature, education, and publications.
SS.912.A.2 Understand the causes, course, and consequences of the Civil War and
Reconstruction and its effects on the American people.
SS.912.A.2.1
Review causes and consequences of the Civil War.
SS.912.A.2.2
Assess the influence of significant people or groups on Reconstruction.
SS.912.A.2.3
Describe the issues that divided Republicans during the early Reconstruction
era.
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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.
SS.912.A.2.5
Assess how Jim Crow Laws influenced life for African Americans and other
racial/ethnic minority groups.
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.
SS.912.A.2.7
Review the Native American experience.
SS.912.A.3 Analyze the transformation of the American economy and the changing
social and political conditions in response to the Industrial Revolution.
SS.912.A.3.1
Analyze the economic challenges to American farmers and farmers' responses
to these challenges in the mid to late 1800s.
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.
SS.912.A.3.3
Compare the first and second Industrial Revolutions in the United States.
SS.912.A.3.4
Determine how the development of steel, oil, transportation, communication,
and business practices affected the United States economy.
SS.912.A.3.5
Identify significant inventors of the Industrial Revolution including African
Americans and women.
SS.912.A.3.6
Analyze changes that occurred as the United States shifted from agrarian to an
industrial society.
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).
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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).
SS.912.A.3.9
Examine causes, course, and consequences of the labor movement in the late
19th and early 20th centuries.
SS.912.A.3.10
Review different economic and philosophic ideologies.
SS.912.A.3.11
Analyze the impact of political machines in United States cities in the late
19th and early 20th centuries.
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.
SS.912.A.3.13
Examine key events and peoples in Florida history as they relate to United
States history.
SS.912.A.4 Demonstrate an understanding of the changing role of the United States in
world affairs through the end of World War I.
SS.912.A.4.1
Analyze the major factors that drove United States imperialism.
SS.912.A.4.2
Explain the motives of the United States acquisition of the territories.
SS.912.A.4.3
Examine causes, course, and consequences of the Spanish American War.
SS.912.A.4.4
Analyze the economic, military, and security motivations of the United States
to complete the Panama Canal as well as major obstacles involved in its
construction.
SS.912.A.4.5
Examine causes, course, and consequences of United States involvement in
World War I.
119
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).
SS.912.A.4.7
Examine the impact of airplanes, battleships, new weaponry and chemical
warfare in creating new war strategies (trench warfare, convoys).
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.4.10
Examine the provisions of the Treaty of Versailles and the failure of the
United States to support the League of Nations.
SS.912.A.4.11
Examine key events and peoples in Florida history as they relate to United
States history.
SS.912.A.5 Analyze the effects of the changing social, political, and economic conditions
of the Roaring Twenties and the Great Depression.
SS.912.A.5.1
Discuss the economic outcomes of demobilization.
SS.912.A.5.2
Explain the causes of the public reaction (Sacco and Vanzetti, labor, racial
unrest) associated with the Red Scare.
SS.912.A.5.3
Examine the impact of United States foreign economic policy during the
1920s.
SS.912.A.5.4
Evaluate how the economic boom during the Roaring Twenties changed
consumers, businesses, manufacturing, and marketing practices.
SS.912.A.5.5
Describe efforts by the United States and other world powers to avoid future
wars.
120
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.
SS.912.A.5.7
Examine the freedom movements that advocated civil rights for African
Americans, Latinos, Asians, and women.
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.
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.
SS.912.A.5.10
Analyze support for and resistance to civil rights for women, African
Americans, Native Americans, and other minorities.
SS.912.A.5.11
Examine causes, course, and consequences of the Great Depression and the
New Deal.
SS.912.A.5.12
Examine key events and people in Florida history as they relate to United
States history.
SS.912.A.6 Understand the causes and course of World War II, the character of the war
at home and abroad, and its reshaping of the United States role in the post-war world.
SS.912.A.6.1
Examine causes, course, and consequences of World War II on the United
States and the world.
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).
SS.912.A.6.3
Analyze the impact of the Holocaust during World War II on Jews as well as
other groups.
SS.912.A.6.4
Examine efforts to expand or contract rights for various populations during
World War II.
121
SS.912.A.6.5
Explain the impact of World War II on domestic government policy.
SS.912.A.6.6
Analyze the use of atomic weapons during World War II and the aftermath of
the bombings.
SS.912.A.6.7
Describe the attempts to promote international justice through the Nuremberg
Trials.
SS.912.A.6.8
Analyze the effects of the Red Scare on domestic United States policy.
SS.912.A.6.9
Describe the rationale for the formation of the United Nations, including the
contribution of Mary McLeod Bethune.
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).
SS.912.A.6.11
Examine the controversy surrounding the proliferation of nuclear technology
in the United States and the world.
SS.912.A.6.12
Examine causes, course, and consequences of the Korean War.
SS.912.A.6.13
Analyze significant foreign policy events during the Truman, Eisenhower,
Kennedy, Johnson, and Nixon administrations.
SS.912.A.6.14
Analyze causes, course, and consequences of the Vietnam War.
SS.912.A.6.15
Examine key events and peoples in Florida history as they relate to United
States history.
SS.912.A.7 Understand the rise and continuing international influence of the United
States as a world leader and the impact of contemporary social and political movements
on American life.
SS.912.A.7.1
Identify causes for Post-World War II prosperity and its effects on American
society.
SS.912.A.7.2
Compare the relative prosperity between different ethnic groups and social
classes in the post-World War II period.
122
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.7.4
Evaluate the success of 1960s era presidents' foreign and domestic policies.
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.7.6
Assess key figures and organizations in shaping the Civil Rights Movement
and Black Power Movement.
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.7.8
Analyze significant Supreme Court decisions relating to integration, busing,
affirmative action, the rights of the accused, and reproductive rights.
SS.912.A.7.9
Examine the similarities of social movements (Native Americans, Hispanics,
women, anti-war protesters) of the 1960s and 1970s.
SS.912.A.7.10
Analyze the significance of Vietnam and Watergate on the government and
people of the United States.
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.
SS.912.A.7.12
Analyze political, economic, and social concerns that emerged at the end of
the 20th century and into the 21st century.
SS.912.A.7.13
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.
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).
SS.912.A.7.15
Analyze the effects of foreign and domestic terrorism on the American
people.
123
SS.912.A.7.16
Examine changes in immigration policy and attitudes toward immigration
since 1950.
SS.912.A.7.17
Examine key events and key people in Florida history as they relate to United
States history.
124
9-12 African American History Strand
SS.912.AA.1 Examine the causes, courses and consequences of the slave trade in the
colonies from 1609-1776.
SS.912.AA.1.1
Examine the condition of slavery as it existed in Africa, Asia, the Americas
and Europe prior to 1619.
Benchmark 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.
Benchmark 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.
125
Benchmark 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.
Benchmark 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.
Benchmark 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.
Benchmark 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.
126
Benchmark 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.
Benchmark 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.
Benchmark 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.
Benchmark 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.”
Benchmark Clarifications:
Clarification 1: Instruction includes how Spanish-controlled Florida attracted escaping slaves with the
promise of freedom.
127
SS.912.AA.2 Analyze events that involved or affected African descendants and
changed the American economic, political and social landscapes between 1776-1865.
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.
Benchmark 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.
Benchmark 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.
Benchmark 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.
128
Benchmark 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.
Benchmark 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.
Benchmark 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.
129
Benchmark 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.
Benchmark 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.
Benchmark 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.
130
Benchmark 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.
Benchmark 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.
Benchmark 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.
131
Benchmark 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.
Benchmark 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.
SS.912.AA.3 Identify significant events, figures and contributions that shaped African
American life from 1865-1954.
SS.912.AA.3.1
Analyze the changing social and economic roles of African Americans during
the Civil War and the Exodus of 1879.
Benchmark 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.
132
Benchmark 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.
Benchmark 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.
Benchmark 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.
133
Benchmark 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.
Benchmark 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.
Benchmark 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.
Benchmark 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).
134
SS.912.AA.3.9
Examine the various factors that led to and the consequences of the Great
Migration.
Benchmark 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.
Benchmark 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.
135
Benchmark 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).
SS.912.AA.4 Analyze economic, political, legal and social advancements of African
Americans and their contributions and sacrifices to American life from 1954 to
present, including factors that influenced them.
SS.912.AA.4.1
Analyze the influences and contributions of African American musical
pioneers.
Benchmark 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.
Benchmark 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.
Benchmark 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.
136
Benchmark 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.
Benchmark 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.
Benchmark 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).
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Benchmark 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.
Benchmark 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.
Benchmark 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.
Benchmark 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.
Clarifications 3: Instruction should include local people, organizations, historic sites, cemeteries and
events.
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9-12 Geography Strand
SS.912.G.1 Understand how to use maps and other geographic representations, tools,
and technology to report information.
SS.912.G.1.1
Design maps using a variety of technologies based on descriptive data to
explain physical and cultural attributes of major world regions.
SS.912.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.
SS.912.G.1.3
Employ applicable units of measurement and scale to solve simple locational
problems using maps and globes.
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.
SS.912.G.2 Understand physical and cultural characteristics of places.
SS.912.G.2.1
Identify the physical characteristics and the human characteristics that define
and differentiate regions.
SS.912.G.2.2
Describe the factors and processes that contribute to the differences between
developing and developed regions of the world.
SS.912.G.2.3
Use geographic terms and tools to analyze case studies of regional issues in
different parts of the world that have critical economic, physical, or political
ramifications.
SS.912.G.2.4
Use geographic terms and tools to analyze case studies of how selected
regions change over time.
SS.912.G.2.5
Use geographic terms and tools to analyze case studies of debates over how
human actions modify a selected region.
139
SS.912.G.3 Understand the relationships between the Earth's ecosystems and the
populations that dwell within them.
SS.912.G.3.1
Use geographic terms to locate and describe major ecosystems of Earth.
SS.912.G.3.2
Use geographic terms and tools to explain how weather and climate influence
the natural character of a place.
SS.912.G.3.3
Use geographic terms and tools to explain differing perspectives on the use of
renewable and non-renewable resources in Florida, the United States, and the
world.
SS.912.G.3.4
Use geographic terms and tools to explain how the Earth's internal changes
and external changes influence the character of places.
SS.912.G.3.5
Use geographic terms and tools to explain how hydrology influences the
physical character of a place.
SS.912.G.4 Understand the characteristics, distribution, and migration of human
populations.
SS.912.G.4.1
Interpret population growth and other demographic data for any given place.
SS.912.G.4.2
Use geographic terms and tools to analyze the push/pull factors contributing
to human migration within and among places.
SS.912.G.4.3
Use geographic terms and tools to analyze the effects of migration both on the
place of origin and destination, including border areas.
SS.912.G.4.4
Use geographic terms and tools to analyze case studies of issues in
globalization.
SS.912.G.4.5
Use geographic terms and tools to analyze case studies of the development,
growth, and changing nature of cities and urban centers.
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.
140
SS.912.G.4.7
Use geographic terms and tools to explain cultural diffusion throughout
places, regions, and the world.
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.
SS.912.G.4.9
Use political maps to describe the change in boundaries and governments
within continents over time.
SS.912.G.5 Understand how human actions can impact the environment.
SS.912.G.5.1
Analyze case studies of how the Earth's physical systems affect humans.
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.
SS.912.G.5.3
Analyze case studies of the effects of human use of technology on the
environment of places.
SS.912.G.5.4
Analyze case studies of how humans impact the diversity and productivity of
ecosystems.
SS.912.G.5.5
Use geographic terms and tools to analyze case studies of policies and
programs for resource use and management.
SS.912.G.5.6
Analyze case studies to predict how a change to an environmental factor can
affect an ecosystem.
SS.912.G.6 Understand how to apply geography to interpret the past and present and
plan for the future.
SS.912.G.6.1
Use appropriate maps and other graphic representations to analyze geographic
problems and changes over time.
141
SS.912.G.6.2
Develop databases about specific places and provide a simple analysis about
their importance.
SS.912.G.6.3
Formulate hypotheses and test geographic models that demonstrate complex
relationships between physical and cultural phenomena.
SS.912.G.6.4
Translate narratives about places and events into graphic representations.
SS.912.G.6.5
Develop criteria for assessing issues relating to human spatial organization
and environmental stability to identify solutions.
142
9-12 Economics Strand
SS.912.E.1 Understand the fundamental concepts relevant to the development of a
market economy.
SS.912.E.1.1
Identify the factors of production and why they are necessary for the
production of goods and services.
SS.912.E.1.2
Analyze production possibilities curves to explain choice, scarcity, and
opportunity costs.
SS.912.E.1.3
Compare how the various economic systems (traditional, market, command,
mixed) answer the questions: (1) What to produce?; (2) How to produce?; and
(3) For whom to produce?
SS.912.E.1.4
Define supply, demand, quantity supplied, and quantity demanded;
graphically illustrate situations that would cause changes in each, and
demonstrate how the equilibrium price of a product is determined by the
interaction of supply and demand in the market place.
SS.912.E.1.5
Compare different forms of business organizations.
SS.912.E.1.6
Compare the basic characteristics of the four market structures (monopoly,
oligopoly, monopolistic competition, pure competition).
SS.912.E.1.7
Graph and explain how firms determine price and output through marginal
cost analysis.
SS.912.E.1.8
Explain ways firms engage in price and nonprice competition.
SS.912.E.1.9
Describe how the earnings of workers are determined.
SS.912.E.1.10
Explain the use of fiscal policy (taxation, spending) to promote price stability,
full employment, and economic growth.
SS.912.E.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.
143
SS.912.E.1.12
Examine the four phases of the business cycle (peak, contraction -
unemployment, trough, expansion - inflation).
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.
SS.912.E.1.14
Compare credit, savings, and investment services available to the consumer
from financial institutions.
SS.912.E.1.15
Describe the risk and return profiles of various investment vehicles and the
importance of diversification.
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.
SS.912.E.2 Understand the fundamental concepts relevant to the institutions, structure,
and functions of a national economy.
SS.912.E.2.1
Identify and explain broad economic goals.
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.
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.
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.
SS.912.E.2.5
Analyze how capital investments may impact productivity and economic
growth.
SS.912.E.2.6
Examine the benefits of natural monopolies and the purposes of government
regulation of these monopolies.
SS.912.E.2.7
Identify the impact of inflation on society.
144
SS.912.E.2.8
Differentiate between direct and indirect taxes, and describe the progressivity
of taxes (progressive, proportional, regressive).
SS.912.E.2.9
Analyze how changes in federal spending and taxation affect budget deficits
and surpluses and the national debt.
SS.912.E.2.10
Describe the organization and functions of the Federal Reserve System.
SS.912.E.2.11
Assess the economic impact of negative and positive externalities on the
local, state, and national environment.
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.
SS.912.E.3 Understand the fundamental concepts and interrelationships of the United
States economy in the international marketplace.
SS.912.E.3.1
Demonstrate the impact of inflation on world economies.
SS.912.E.3.2
Examine absolute and comparative advantage and explain why most trade
occurs because of comparative advantage.
SS.912.E.3.3
Discuss the effect of barriers to trade and why nations sometimes erect
barriers to trade or establish free trade zones.
SS.912.E.3.4
Assess the economic impact of negative and positive externalities on the
international environment.
SS.912.E.3.5
Compare the current United States economy with other developed and
developing nations.
SS.912.E.3.6
Differentiate and draw conclusions about historical economic thought
theorized by economists.
145
9-12 Civics and Government Strand
SS.912.CG.1 Demonstrate an understanding of the origins and purposes of government,
law, and the American political system.
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.
Benchmark 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)).
SS.912.CG.1.2
Explain the influence of Enlightenment ideas on the Declaration of
Independence.
Benchmark Clarifications:
Clarification 1: Students will identify grievances listed in the Declaration of Independence in terms of
due process of law, individual rights, natural rights, popular sovereignty and social contract.
Clarification 2: Students will explain national sovereignty, natural law, self-evident truth, equality of all
persons, due process of law, limited government, popular sovereignty, and unalienable rights of life,
liberty and property as they relate to Enlightenment ideas in the Declaration of Independence.
Clarification 3: Students will recognize that national sovereignty, due process of law, natural law, self-
evident truth, equality of all persons, limited government, popular sovereignty, and unalienable rights of
life, liberty and property form the philosophical foundation of our government.
SS.912.CG.1.3
Explain arguments presented in the Federalist Papers in support of ratifying
the U.S. Constitution and a republican form of government.
Benchmark Clarifications:
Clarification 1: Students will recognize that the Federalist Papers argued for a federal system of
government, separation of powers and a representative form of government that is accountable to its
citizens.
Clarification 2: Students will analyze Federalist and Anti-Federalist arguments concerning ratification
of the U.S. Constitution and inclusion of a bill of rights.
SS.912.CG.1.4
Analyze how the ideals and principles expressed in the founding documents
shape America as a constitutional republic.
146
Benchmark Clarifications:
Clarification 1: Students will differentiate among the documents and determine how each one was
individually significant to the founding of the United States.
Clarification 2: Students will evaluate how the documents are connected to one another.
Clarification 3: Documents include, but are not limited to, the Declaration of Independence, Articles of
Confederation, Federalist Papers (e.g., No. 10. No. 14, No. 31, No. 39, No. 51) and the U.S.
Constitution.
Clarification 4: Students will identify key individuals who contributed to the founding documents (e.g.,
Thomas Jefferson, Alexander Hamilton, John Jay, James Madison, George Mason).
SS.912.CG.1.5
Explain how the U.S. Constitution and its amendments uphold the following
political principles: checks and balances, consent of the governed, democracy,
due process of law, federalism, individual rights, limited government,
representative government, republicanism, rule of law and separation of
powers.
Benchmark Clarifications:
Clarification 1: Students will explain how the structure and function of the U.S. government reflects
these political principles.
Clarification 2: Students will differentiate between republicanism and democracy, and discuss how the
United States reflects both.
Clarification 3: Students will describe compromises made during the Constitutional Convention (e.g.,
the Great Compromise, the Three-Fifths Compromise, the Electoral College).
SS.912.CG.2 Evaluate the roles, rights, and responsibilities of United States citizens and
determine methods of active participation in society, government, and the political
system.
SS.912.CG.2.1
Explain the constitutional provisions that establish and affect citizenship.
Benchmark Clarifications:
Clarification 1: Students will explain how the concept of citizenship in the United States has changed
over the course of history (i.e., 13th, 14th, 15th and 19th Amendments).
Clarification 2: Students will compare birthright citizenship, permanent residency and naturalization in
the United States.
Clarification 3: Students will differentiate the rights held by native-born citizens, permanent residents
and naturalized citizens (e.g., running for public office).
SS.912.CG.2.2
Explain the importance of political and civic participation to the success of
the United States’ constitutional republic.
147
Benchmark Clarifications:
Clarification 1: Students will discuss various ways in which U.S. citizens can exercise political and
civic participation.
Clarification 2: Students will identify historical examples of political and civic participation (e.g., Civil
Rights Movement, Women’s Suffrage Movement).
Clarification 3: Students will describe the ways in which individuals can be denied and limited in their
right to practice political and civic participation (e.g., losing voting rights for felony conviction,
limitations on political contributions, limits on the type of protesting).
SS.912.CG.2.3  Explain the responsibilities of citizens at the local, state and national levels.
Benchmark Clarifications:
Clarification 1: Students will identify various responsibilities held by citizens (e.g., voting, volunteering
and being informed, respecting laws).
Clarification 2: Students will understand the process of registering or preregistering to vote and how to
complete a ballot in Florida (e.g., uniform primary and general election ballot).
Clarification 3: Students will discuss appropriate methods of communication with public officials (e.g.,
corresponding, attending public meetings, requesting a meeting and providing information).
Clarification 4: Students will participate in classroom activities that simulate exercising the
responsibilities of citizenship.
SS.912.CG.2.4
Evaluate, take and defend objective, evidence-based positions on issues that
cause the government to balance the interests of individuals with the public
good.
Benchmark Clarifications:
Clarification 1: Students will examine situations when individuals’ rights have been restricted for the
public good (e.g., limits on speech or rationing of goods during wartime, enactment of the Patriot Act).
Clarification 2: Students will analyze how environmental and financial policies place limitations on
citizens and private industry for the public good.
Clarification 3: Students will explain different services provided by local, state and national
governments to citizens to ensure their rights are protected (e.g., social services, law enforcement,
defense, emergency response).
SS.912.CG.2.5
Analyze contemporary and historical examples of government-imposed
restrictions on rights.
Benchmark 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).
148
SS.912.CG.2.6
Explain how the principles contained in foundational documents contributed
to the expansion of civil rights and liberties over time.
Benchmark 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 1: Students will explain the role founding documents, such as the Declaration of
Independence and the Constitution, had on setting precedent for the future granting of rights.
SS.912.CG.2.7
Analyze the impact of civic engagement as a means of preserving or
reforming institutions.
Benchmark Clarifications:
Clarification 1: Students will identify legal methods that citizens can use to promote social and political
change (e.g., voting, peaceful protests, petitioning, demonstrations, contacting government offices).
Clarification 2: Students will identify historical examples of citizens achieving or preventing political
and social change through civic engagement (e.g., the Abolitionist Movement).
SS.912.CG.2.8
Explain the impact of political parties, interest groups, media and individuals
on determining and shaping public policy.
Benchmark Clarifications:
Clarification 1: Students will explain the origins of the Republican and Democratic political parties and
evaluate their roles in shaping public policy.
Clarification 2: Students will identify historical examples of interest groups, media and individuals
influencing public policy.
Clarification 3: Students will compare and contrast how the free press influenced politics at major
points in U.S. history (e.g., Vietnam War Era, Civil Rights Era).
SS.912.CG.2.9
Explain the process and procedures of elections at the state and national
levels.
Benchmark Clarifications:
Clarification 1: Students will identify the different primary formats and how political parties nominate
candidates using primaries.
Clarification 2: Students will compare and contrast the different ways in which elections are decided
(e.g., Electoral College, proportional representation, popular vote, winner-take-all).
Clarification 3: Students will explain the process by which candidates register to be part of state and
national elections.
Clarification 4: Students will describe the different methods used to tabulate election results in state and
national elections (i.e., electronic voting, punch cards, fill-in ballots).
Clarifications 5: Students will evaluate the role of debates in elections.
SS.912.CG.2.10
Analyze factors that contribute to voter turnout in local, state and national
elections.
149
Benchmark 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).
SS.912.CG.2.11
Evaluate political communication for bias, factual accuracy, omission and
emotional appeal.
Benchmark Clarifications:
Clarification 1: Students will compare the reporting on the same political event or issue from multiple
perspectives.
Clarification 2: Students will identify various forms of propaganda (e.g., plain folks, glittering
generalities, testimonial, fear, logical fallacies).
Clarification 3: Students will discuss the historical impact of political communication on American
political process and public opinion.
Clarification 4: Examples of political communication may include, but are not limited to, political
cartoons, propaganda, campaign advertisements, political speeches, bumper stickers, blogs, press and
social media
SS.912.CG.2.12
Explain how interest groups, the media and public opinion influence local,
state and national decision-making related to public issues.
Benchmark Clarifications:
Clarification 1: Students will objectively discuss current public issues in Florida and use both the U.S.
and Florida Constitutions to justify pro and con positions.
Clarification 2: Students will examine the relationship and responsibilities of both the state and national
governments regarding these public issues.
Clarification 3: Students will analyze public policy solutions related to local, state and national issues.
SS.912.CG.2.13
Analyze the influence and effects of various forms of media and the internet
in political communication.
Benchmark Clarifications:
Clarification 1: Students will explain how the methods of political communication has changed over
time (e.g., television, radio, press, social media).
Clarification 2: Students will describe how the methods used by political officials to communicate with
the public has changed over time.
Clarification 3: Students will discuss the strengths and weaknesses of different methods of political
communication.
SS.912.CG.3 Demonstrate an understanding of the principles, functions, and organization
of government.
150
SS.912.CG.3.1
Analyze how certain political ideologies conflict with the principles of
freedom and democracy.
Benchmark Clarifications:
Clarification 1: Students will identify political ideologies that conflict with the principles of freedom
and democracy (e.g., communism and totalitarianism).
Clarification 2: 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.
Clarification 3: Students will analyze how the principles of checks and balances, consent of the
governed, democracy, due process of law, federalism, individual rights, limited government,
representative government, republicanism, rule of law and separation of powers contribute to the
nation’s longevity and its ability to overcome challenges and distinguish the United States’
constitutional republic from authoritarian and totalitarian nations.
SS.912.CG.3.2  Explain how the U.S. Constitution safeguards and limits individual rights.
Benchmark Clarifications:
Clarification 1: Students will identify the individual rights protected by the U.S. Constitution, the Bill of
Rights and other constitutional amendments.
Clarification 2: Students will describe the role of the Supreme Court in further defining the safeguards
and limits of constitutional rights.
SS.912.CG.3.3
Analyze the structures, functions and processes of the legislative branch as
described in Article I of the U.S. Constitution.
Benchmark 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).
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.
151
Benchmark 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.
SS.912.CG.3.5
Describe how independent regulatory agencies interact with the three
branches of government and with citizens.
Benchmark 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.
SS.912.CG.3.6
Explain expressed, implied, concurrent and reserved powers in the U.S.
Constitution.
Benchmark Clarifications:
Clarification 1: Students will identify powers that are expressed in the U.S. Constitution to Congress
(e.g., coin money, declare war, assess taxes, citizenship).
Clarification 2: Students will identify that expressed powers are also known as enumerated powers
found in Article I of the U.S. Constitution.
Clarification 3: Students will analyze the role of the “general welfare clause” and “necessary and proper
clause” in granting Congress implied powers.
Clarification 4: Students will describe examples of concurrent powers as those powers shared by both
state and national governments (e.g., build roads, tax citizens, make laws).
Clarification 5: Students will explain how reserved powers define issues as matters for the people or the
state governments.
Clarification 6: Students will compare the roles of expressed, implied, concurrent and reserved powers
in United States’ federalism.
SS.912.CG.3.7
Analyze the structures, functions and processes of the judicial branch as
described in Article III of the U.S. Constitution.
152
Benchmark 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.
SS.912.CG.3.8
Describe the purpose and function of judicial review in the American
constitutional government.
Benchmark 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.
SS.912.CG.3.9  Compare the role of state and federal judges with other elected officials.
Benchmark 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.
SS.912.CG.3.10 Analyze the levels and responsibilities of state and federal courts.
Benchmark 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).
SS.912.CG.3.11
Evaluate how landmark Supreme Court decisions affect law, liberty and the
interpretation of the U.S. Constitution.
153
Benchmark Clarifications:
Clarification 1: Students will recognize landmark Supreme Court cases (e.g., Marbury v. Madison;
McCulloch v. Maryland; Dred Scott v. Sandford; Plessy v. Ferguson; Brown v. Board of Education;
Gideon v. Wainwright; Miranda v. Arizona; Korematsu v. United States; Mapp v. Ohio; In re Gault;
United States v. Nixon; Regents of the University of California v. Bakke; Hazelwood v. Kuhlmeier;
District of Columbia v. Heller).
Clarification 2: Students will explain the foundational constitutional issues underlying landmark
Supreme Court decisions related to the Bill of Rights and other amendments.
Clarification 3: Students will explain the outcomes of landmark Supreme Court cases related to the Bill
of Rights and other amendments.
SS.912.CG.3.12
Analyze the concept of federalism in the United States and its role in
establishing the relationship between the state and national governments.
Benchmark Clarifications:
Clarification 1: Students will identify examples of the powers reserved and shared among state and the
national governments in the American federal system of government.
Clarification 2: Students will examine the role the Great Compromise had on the eventual establishment
of a federal system of fifty equal states.
Clarification 3: Students will explain specific rights that are granted to the states in the language of the
U.S. Constitution and its amendments (e.g., 10th Amendment, defense and extradition).
Clarification 4: Students will analyze how states have challenged the national government regarding
states’ rights (e.g., Civil War, the New Deal, No Child Left Behind, Affordable Health Care Act, Civil
Rights Movement).
SS.912.CG.3.13
Explain how issues between Florida, other states and the national government
are resolved.
Benchmark 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).
SS.912.CG.3.14
Explain the judicial decision-making process in interpreting law at the state
and national levels.
Benchmark 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.
154
SS.912.CG.3.15
Explain how citizens are affected by the local, state and national
governments.
Benchmark Clarifications:
Clarification 1: Students will identify local government officials and employees who affect the daily
lives of citizens.
Clarification 2: Students will identify the role of state governmental officials and employees who affect
the daily lives of citizens.
Clarification 3: Students will identify the role of national governmental officials and employees who
affect the daily lives of citizens.
Clarification 4: Students will explain how government at all levels impacts the daily lives of citizens.
SS.912.CG.4 Demonstrate an understanding of contemporary issues in world affairs, and
evaluate the role and impact of United States foreign policy.
SS.912.CG.4.1
Analyze how liberty and economic freedom generate broad-based opportunity
and prosperity in the United States.
Benchmark Clarifications:
Clarification 1: Students will differentiate between government systems (e.g., autocracy, democracy,
monarchy, oligarchy republic, theocracy).
Clarification 2: Students will differentiate between economic systems (e.g., capitalism, communism,
mixed market, socialism).
Clarification 3: Students will analyze the disadvantages of authoritarian control over the economy (e.g.,
communism and socialism) in generating broad-based economic prosperity for their population.
SS.912.CG.4.2  Explain how the United States uses foreign policy to influence other nations.
Benchmark Clarifications:
Clarification 1: Students will explain how the policies of other nations influence U.S. policy and
society.
Clarification 2: Students will identify agencies of the U.S. government that contribute to its foreign
policy agenda (e.g., National Security Agency, Central Intelligence Agency).
Clarification 3: Students will explain the advantages and disadvantages of how nongovernmental
organizations (NGOs) influence foreign policy (e.g., United States Agency for International
Development, Red Cross, American Woman Suffrage Association, Amnesty International).
Clarification 4: Students will explain how U.S. trade policy influences its relationships with other
nations (e.g., China, Saudi Arabia).
Clarification 5: Students will explain how the use of embargos and economic sanctions by the United
States has affected other nations (e.g., Cuba, Iran, Syria).
Clarification 6: Students will explain the U.S. response to international conflicts.
SS.912.CG.4.3
Explain how U.S. foreign policy supports democratic principles and protects
human rights around the world.
155
Benchmark Clarifications:
Clarification 1: Students will explain how U.S. foreign policy aims to protect liberty around the world
and describe how the founding documents support the extension of liberty to all mankind. 
SS.912.CG.4.4  Identify indicators of democratization in foreign countries.
Benchmark 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.
156
9-12 World History Strand
SS.912.W.1 Utilize historical inquiry skills and analytical processes.
SS.912.W.1.1
Use timelines to establish cause and effect relationships of historical events.
SS.912.W.1.2
Compare time measurement systems used by different cultures.
SS.912.W.1.3
Interpret and evaluate primary and secondary sources.
SS.912.W.1.4
Explain how historians use historical inquiry and other sciences to understand
the past.
SS.912.W.1.5
Compare conflicting interpretations or schools of thought about world events
and individual contributions to history (historiography).
SS.912.W.1.6
Evaluate the role of history in shaping identity and character.
SS.912.W.2 Recognize significant events, figures, and contributions of medieval
civilizations (Byzantine Empire, Western Europe, Japan).
SS.912.W.2.1
Locate the extent of Byzantine territory at the height of the empire.
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.
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.
SS.912.W.2.4
Identify key figures associated with the Byzantine Empire.
SS.912.W.2.5
Explain the contributions of the Byzantine Empire.
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.
157
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.
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.
SS.912.W.2.9
Analyze the impact of the collapse of the Western Roman Empire on Europe.
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.
SS.912.W.2.11
Describe the rise and achievements of significant rulers in medieval Europe.
SS.912.W.2.12
Recognize the importance of Christian monasteries and convents as centers of
education, charitable and missionary activity, economic productivity, and
political power.
SS.912.W.2.13
Explain how Western civilization arose from a synthesis of classical Greco-
Roman civilization, Judeo-Christian influence, and the cultures of northern
European peoples promoting a cultural unity in Europe.
SS.912.W.2.14
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.
SS.912.W.2.15
Determine the factors that contributed to the growth of a modern economy.
SS.912.W.2.16
Trace the growth and development of a national identity in the countries of
England, France, and Spain.
SS.912.W.2.17
Identify key figures, artistic, and intellectual achievements of the medieval
period in Western Europe.
SS.912.W.2.18
Describe developments in medieval English legal and constitutional history
and their importance to the rise of modern democratic institutions and
procedures.
158
SS.912.W.2.19
Describe the impact of Japan's physiography on its economic and political
development.
SS.912.W.2.20
Summarize the major cultural, economic, political, and religious
developments in medieval Japan.
SS.912.W.2.21
Compare Japanese feudalism with Western European feudalism during the
Middle Ages.
SS.912.W.2.22
Describe Japan's cultural and economic relationship to China and Korea.
SS.912.W.3 Recognize significant events, figures, and contributions of Islamic, Meso and
South American, and Sub-Saharan African civilizations.
SS.912.W.3.1
Discuss significant people and beliefs associated with Islam.
SS.912.W.3.2
Compare the major beliefs and principles of Judaism, Christianity, and Islam.
SS.912.W.3.3
Determine the causes, effects, and extent of Islamic military expansion
through Central Asia, North Africa, and the Iberian Peninsula.
SS.912.W.3.4
Describe the expansion of Islam into India and the relationship between
Muslims and Hindus.
SS.912.W.3.5
Describe the achievements, contributions, and key figures associated with the
Islamic Golden Age.
SS.912.W.3.6
Describe key economic, political, and social developments in Islamic history.
SS.912.W.3.7
Analyze the causes, key events, and effects of the European response to
Islamic expansion beginning in the 7th century.
SS.912.W.3.8
Identify important figures associated with the Crusades.
SS.912.W.3.9
Trace the growth of major sub-Saharan African kingdoms and empires.
159
SS.912.W.3.10
Identify key significant economic, political, and social characteristics of
Ghana.
SS.912.W.3.11
Identify key figures and significant economic, political, and social
characteristics associated with Mali.
SS.912.W.3.12
Identify key figures and significant economic, political, and social
characteristics associated with Songhai.
SS.912.W.3.13
Compare economic, political, and social developments in East, West, and
South Africa.
SS.912.W.3.14
Examine the internal and external factors that led to the fall of the empires of
Ghana, Mali, and Songhai.
SS.912.W.3.15
Analyze the legacies of the Olmec, Zapotec, and Chavin on later Meso and
South American civilizations.
SS.912.W.3.16
Locate major civilizations of Mesoamerica and Andean South America.
SS.912.W.3.17
Describe the roles of people in the Maya, Inca, and Aztec societies.
SS.912.W.3.18
Compare the key economic, cultural, and political characteristics of the major
civilizations of Meso and South America.
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.
SS.912.W.4 Analyze the causes, events, and effects of the Renaissance, Reformation,
Scientific Revolution, and Age of Exploration.
SS.912.W.4.1
Identify the economic and political causes for the rise of the Italian city-states
(Florence, Milan, Naples, Rome, Venice).
SS.912.W.4.2
Recognize major influences on the architectural, artistic, and literary
developments of Renaissance Italy (Classical, Byzantine, Islamic, Western
European).
160
SS.912.W.4.3
Identify the major artistic, literary, and technological contributions of
individuals during the Renaissance.
SS.912.W.4.4
Identify characteristics of Renaissance humanism in works of art.
SS.912.W.4.5
Describe how ideas from the Middle Ages and Renaissance led to the
Scientific Revolution.
SS.912.W.4.6
Describe how scientific theories and methods of the Scientific Revolution
challenged those of the early classical and medieval periods.
SS.912.W.4.7
Identify criticisms of the Roman Catholic Church by individuals such as
Wycliffe, Hus and Erasmus and their impact on later reformers.
SS.912.W.4.8
Summarize religious reforms associated with Luther, Calvin, Zwingli, Henry
VIII, and John of Leyden and the effects of the Reformation on Europe.
SS.912.W.4.9
Analyze the Roman Catholic Church's response to the Protestant Reformation
in the forms of the Counter and Catholic Reformation.
SS.912.W.4.10
Identify the major contributions of individuals associated with the Scientific
Revolution.
SS.912.W.4.11
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.
161
SS.912.W.5 Analyze the causes, events, and effects of the Enlightenment and its impact
on the American, French and other Revolutions.
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.
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.
SS.912.W.6 Understand the development of Western and non-Western nationalism,
industrialization and imperialism, and the significant processes and consequences of
each.
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.
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.
162
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.
SS.912.W.6.7
Identify major events in China during the 19th and early 20th centuries related
to imperialism.
SS.912.W.7 Recognize significant causes, events, figures, and consequences of the Great
War period and the impact on worldwide balance of power.
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.
SS.912.W.7.3
Summarize significant effects of World War I.
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.
163
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.
SS.912.W.8 Recognize significant events and people from the post-World War II and
Cold War eras.
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.
SS.912.W.8.3
Summarize key developments in post-war China.
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.
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.
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.
164
SS.912.W.9 Identify major economic, political, social, and technological trends
beginning in the 20th century.
SS.912.W.9.1
Identify major scientific figures and breakthroughs of the 20th century, and
assess their impact on contemporary life.
SS.912.W.9.2
Describe the causes and effects of post-World War II economic and
demographic changes.
SS.912.W.9.3
Explain cultural, historical, and economic factors and governmental policies
that created the opportunities for ethnic cleansing or genocide in Cambodia,
the Balkans, Rwanda, and Darfur, and describe various governmental and
non-governmental responses to them.
SS.912.W.9.4
Describe the causes and effects of twentieth century nationalist conflicts.
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.
165
9-12 Humanities Strand
SS.912.H.1 Identify and analyze the historical, social, and cultural contexts of the arts.
SS.912.H.1.1
Relate works in the arts (architecture, dance, music, theatre, and visual arts) of
varying styles and genre according to the periods in which they were created.
SS.912.H.1.2
Describe how historical events, social context, and culture impact forms,
techniques, and purposes of works in the arts, including the relationship
between a government and its citizens.
SS.912.H.1.3
Relate works in the arts to various cultures.
SS.912.H.1.4
Explain philosophical beliefs as they relate to works in the arts.
SS.912.H.1.5
Examine artistic response to social issues and new ideas in various cultures.
SS.912.H.1.6
Analyze how current events are explained by artistic and cultural trends of the
past.
SS.912.H.1.7
Know terminology of art forms (narthex, apse, triforium of Gothic cathedral)
within cultures and use appropriately in oral and written references.
SS.912.H.2 Respond critically and aesthetically to various works in the arts.
SS.912.H.2.1
Identify specific characteristics of works within various art forms
(architecture, dance, film, literature, music, theatre, and visual arts).
SS.912.H.2.2
Classify styles, forms, types, and genres within art forms.
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.
166
SS.912.H.2.5
Describe how historical, social, cultural, and physical settings influence an
audience's aesthetic response.
SS.912.H.3 Understand how transportation, trade, communication, science, and
technology influence the progression and regression of cultures.
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.
167
9-12 Psychology Strand
SS.912.P.1 Scientific Inquiry Domain/Perspectives in Psychological Science
SS.912.P.1.1
Define psychology as a discipline and identify its goals as a science.
SS.912.P.1.2
Describe the emergence of psychology as a scientific discipline.
SS.912.P.1.3
Describe perspectives employed to understand behavior and mental processes.
SS.912.P.1.4
Discuss the value of both basic and applied psychological research with
human and non-human animals.
SS.912.P.1.5
Describe the major subfields of psychology.
SS.912.P.1.6
Identify the important role psychology plays in benefiting society and
improving people’s lives.
SS.912.P.2 Scientific Inquiry Domain/Research Methods, Measurement, and Statistics
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.
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.
SS.912.P.2.6
Identify ethical guidelines psychologists must address regarding research with
non- human animals.
168
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.
SS.912.P.2.12
Explain how validity and reliability of observations and measurements relate
to data analysis.
SS.912.P.3 Biopsychology Domain/Biological Bases of Behavior
SS.912.P.3.1
Identify the major divisions and subdivisions of the human nervous system.
SS.912.P.3.2
Identify the parts of the neuron and describe the basic process of neural
transmission.
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.
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.
169
SS.912.P.3.9
Describe concepts in genetic transmission.
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.
SS.912.P.3.13
Describe advances made in neuroscience.
SS.912.P.3.14
Discuss issues related to scientific advances in neuroscience and genetics.
SS.912.P.4 Biopsychology Domain/Sensation and Perception
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.
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.
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.
170
SS.912.P.4.11
Describe the nature of attention.
SS.912.P.4.12
Explain how experiences and expectations influence perception.
SS.912.P.5 Biopsychology Domain/Consciousness
SS.912.P.5.1
Identify states of consciousness.
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.
SS.912.P.5.5
Compare theories about the functions of sleep.
SS.912.P.5.6
Describe types of sleep disorders.
SS.912.P.5.7
Compare theories about the functions of dreams.
SS.912.P.5.8
Characterize the major categories of psychoactive drugs and their effects.
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.
171
SS.912.P.6 Development and Learning Domain/Life Span Development
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.
SS.912.P.6.2
Explain issues of continuity/discontinuity and stability/change.
SS.912.P.6.3
Distinguish methods used to study development.
SS.912.P.6.4
Describe the role of sensitive and critical periods in development.
SS.912.P.6.5
Discuss issues related to the end of life.
SS.912.P.6.6
Discuss theories of cognitive development.
SS.912.P.6.7
Discuss theories of moral development.
SS.912.P.6.8
Discuss theories of social development.
SS.912.P.6.9
Describe physical development from conception through birth and identify
influences on prenatal development.
SS.912.P.6.10
Describe newborns’ reflexes, temperament, and abilities.
SS.912.P.6.11
Describe physical and motor development in infancy.
SS.912.P.6.12
Describe how infant perceptual abilities and intelligence develop.
SS.912.P.6.13
Describe the development of attachment and the role of the caregiver.
SS.912.P.6.14
Describe the development of communication and language in infancy.
SS.912.P.6.15
Describe physical and motor development in childhood.
SS.912.P.6.16
Describe how memory and thinking ability develops in childhood.
SS.912.P.6.17
Describe social, cultural, and emotional development through childhood.
172
SS.912.P.6.18
Identify major physical changes in adolescence.
SS.912.P.6.19
Describe the development of reasoning and morality in adolescence.
SS.912.P.6.20
Describe identity formation in adolescence.
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.
SS.912.P.6.24
Discuss social, cultural, and emotional issues in aging.
SS.912.P.7 Development and Learning Domain/Learning
SS.912.P.7.1
Describe the principles of classical conditioning.
SS.912.P.7.2
Describe clinical and experimental examples of classical conditioning.
SS.912.P.7.3
Apply classical conditioning to everyday life.
SS.912.P.7.4
Describe the Law of Effect.
SS.912.P.7.5
Describe the principles of operant conditioning.
SS.912.P.7.6
Describe clinical and experimental examples of operant conditioning.
SS.912.P.7.7
Apply operant conditioning to everyday life.
SS.912.P.7.8
Describe the principles of observational and cognitive learning.
SS.912.P.7.9
Apply observational and cognitive learning to everyday life.
SS.912.P.8 Development and Learning Domain/Language Development
SS.912.P.8.1
Describe the structure and function of language.
173
SS.912.P.8.2
Discuss the relationship between language and thought.
SS.912.P.8.3
Explain the process of language acquisition.
SS.912.P.8.4
Discuss how acquisition of a second language can affect language
development and possibly other cognitive processes.
SS.912.P.8.5
Evaluate the theories of language acquisition.
SS.912.P.8.6
Identify the brain structures associated with language.
SS.912.P.8.7
Discuss how damage to the brain may affect language.
SS.912.P.9 Sociocultural Context Domain/Social Interactions
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.
SS.912.P.9.4
Describe the power of the situation.
SS.912.P.9.5
Describe effects of others’ presence on individuals’ behavior.
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.
SS.912.P.9.10
Discuss influences upon aggression and conflict.
174
SS.912.P.9.11
Discuss factors influencing attraction and relationships.
SS.912.P.10 Sociocultural Context Domain/Social Interactions
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.
SS.912.P.11 Cognition Domain/Memory
175
SS.912.P.11.1
Identify factors that influence encoding.
SS.912.P.11.2
Characterize the difference between shallow (surface) and deep (elaborate)
processing.
SS.912.P.11.3
Discuss strategies for improving the encoding of memory.
SS.912.P.11.4
Describe the differences between working memory and long-term memory.
SS.912.P.11.5
Identify and explain biological processes related to how memory is stored.
SS.912.P.11.6
Discuss types of memory and memory disorders (e.g., amnesias, dementias).
SS.912.P.11.7
Discuss strategies for improving the storage of memories.
SS.912.P.11.8
Analyze the importance of retrieval cues in memory.
SS.912.P.11.9
Explain the role that interference plays in retrieval.
SS.912.P.11.10
Discuss the factors influencing how memories are retrieved.
SS.912.P.11.11
Explain how memories can be malleable.
SS.912.P.11.12
Discuss strategies for improving the retrieval of memories.
SS.912.P.12 Cognition Domain/Thinking
SS.912.P.12.1
Define cognitive processes involved in understanding information.
SS.912.P.12.2
Define processes involved in problem solving and decision making.
SS.912.P.12.3
Discuss non-human problem-solving abilities.
SS.912.P.12.4
Describe obstacles to problem solving.
176
SS.912.P.12.5
Describe obstacles to decision making.
SS.912.P.12.6
Describe obstacles to making good judgments.
SS.912.P.13 Cognition Domain/Intelligence
SS.912.P.13.1
Discuss intelligence as a general factor.
SS.912.P.13.2
Discuss alternative conceptualizations 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.
SS.912.P.13.5
Identify current methods of assessing human abilities.
SS.912.P.13.6
Identify measures of and data on reliability and validity for intelligence test
scores.
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.
SS.912.P.14 Individual Variations Domain/Motivation
SS.912.P.14.1
Explain biologically based theories of motivation.
SS.912.P.14.2
Explain cognitively based theories of motivation.
SS.912.P.14.3
Explain humanistic theories of motivation.
SS.912.P.14.4
Explain the role of culture in human motivation.
177
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.
SS.912.P.15 Individual Variations Domain/Emotion
SS.912.P.15.1
Explain the biological and cognitive components of emotion.
SS.912.P.15.2
Discuss psychological research on basic human emotions.
SS.912.P.15.3
Differentiate among theories of emotional experience.
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.
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.
SS.912.P.15.8
Identify biological and environmental influences on the expression and
experience of positive emotions, such as happiness.
SS.912.P.16 Individual Variations Domain/Personality
SS.912.P.16.1
Evaluate psychodynamic theories.
SS.912.P.16.2
Evaluate trait theories.
178
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.
SS.912.P.16.6
Discuss the reliability and validity of personality assessment techniques.
SS.912.P.16.7
Discuss biological and situational influences.
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.
SS.912.P.16.11
Analyze how individualistic and collectivistic cultural perspectives relate to
personality.
SS.912.P.17 Individual Variations Domain/Psychological Disorders
SS.912.P.17.1
Define psychologically abnormal behavior.
SS.912.P.17.2
Describe historical and cross-cultural views of abnormality.
SS.912.P.17.3
Describe major models of abnormality.
SS.912.P.17.4
Discuss how stigma relates to abnormal behavior.
SS.912.P.17.5
Discuss the impact of psychological disorders on the individual, family, and
society.
SS.912.P.17.6
Describe the classification of psychological disorders.
SS.912.P.17.7
Discuss the challenges associated with diagnosis.
179
SS.912.P.17.8
Describe symptoms and causes of major categories of psychological disorders
(including schizophrenic, mood, anxiety, and personality disorders).
SS.912.P.17.9
Evaluate how different factors influence an individual’s experience of
psychological disorders.
SS.912.P.18 Applications of Psychological Science Domain/Treatment of Psychological
Disorders
SS.912.P.18.1
Explain how psychological treatments have changed over time and among
cultures.
SS.912.P.18.2
Match methods of treatment to psychological perspectives.
SS.912.P.18.3
Explain why psychologists use a variety of treatment options.
SS.912.P.18.4
Identify biomedical treatments.
SS.912.P.18.5
Identify psychological treatments.
SS.912.P.18.6
Describe appropriate treatments for different age groups.
SS.912.P.18.7
Evaluate the efficacy of treatments for particular disorders.
SS.912.P.18.8
Identify other factors that improve the efficacy of treatment.
SS.912.P.18.9
Identify treatment providers for psychological disorders and the training
required for each.
SS.912.P.18.10
Identify ethical challenges involved in delivery of treatment.
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).
SS.912.P.19 Applications of Psychological Science Domain/ Health
180
SS.912.P.19.1
Define stress as a psychophysiological reaction.
SS.912.P.19.2
Identify and explain potential sources of stress.
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.
SS.912.P.19.5
Identify ways to promote mental health and physical fitness.
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.
SS.912.P.20 Applications of Psychological Science Domain/Vocational Applications
SS.912.P.20.1
Identify careers in psychological science and practice.
SS.912.P.20.2
Identify resources to help select psychology programs for further study.
SS.912.P.20.3
Identify degree requirements for psychologists and psychology-related
careers.
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.
181
9-12 Sociology Strand
SS.912.S.1 Foundations of Sociology as a Social Science/Identify methods and strategies
of research and examine the contributions of sociology to the understanding of social
issues.
SS.912.S.1.1
Discuss the development of the field of sociology as a social science.
SS.912.S.1.2
Identify early leading theorists within social science.
SS.912.S.1.3
Compare sociology with other social science disciplines.
SS.912.S.1.4
Examine changing points of view of social issues, such as poverty, crime and
discrimination.
SS.912.S.1.5
Evaluate various types of sociologic research methods.
SS.912.S.1.6
Distinguish fact from opinion in data sources to analyze various points of
view about a social issue.
SS.912.S.1.7
Determine cause-and-effect relationship issues among events as they relate to
sociology.
SS.912.S.1.8
Identify, evaluate and use appropriate reference materials and technology to
interpret information about cultural life in the United States and other world
cultures, both in the past and today.
SS.912.S.1.9
Develop a working definition of sociology that has personal application.
SS.912.S.2 Culture/Examine the influence on the individual and the way cultural
transmission is accomplished.
SS.912.S.2.1
Define the key components of a culture, such as knowledge, language and
communication, customs, values, norms, and physical objects.
SS.912.S.2.2
Explain the differences between a culture and a society.
182
SS.912.S.2.3
Recognize the influences of genetic inheritance and culture on human
behavior.
SS.912.S.2.4
Give examples of subcultures and describe what makes them unique.
SS.912.S.2.5
Compare social norms among various subcultures.
SS.912.S.2.6
Identify the factors that promote cultural diversity within the United States.
SS.912.S.2.7
Explain how various practices of the culture create differences within group
behavior.
SS.912.S.2.8
Compare and contrast different types of societies, such as hunting and
gathering, agrarian, industrial, and post-industrial.
SS.912.S.2.9
Prepare original written and oral reports and presentations on specific events,
people or historical eras.
SS.912.S.2.10
Identify both rights and responsibilities the individual has to the group.
SS.912.S.2.11
Demonstrate democratic approaches to managing disagreements and
resolving conflicts within a culture.
SS.912.S.2.12
Compare and contrast ideas about citizenship and cultural participation from
the past with those of the present community.
SS.912.S.3 Social Status/Identify how social status influences individual and group
behaviors and how that status relates to the position a person occupies within a social
group.
SS.912.S.3.1
Describe how social status affects social order.
SS.912.S.3.2
Explain how roles and role expectations can lead to role conflict.
SS.912.S.3.3
Examine and analyze various points of view relating to historical and current
events.
183
SS.912.S.4 Social Groups/Explore the impacts of social groups on individual and group
behavior.
SS.912.S.4.1
Describe how individuals are affected by the different social groups to which
they belong.
SS.912.S.4.2
Identify major characteristics of social groups familiar to the students.
SS.912.S.4.3
Examine the ways that groups function, such as roles, interactions and
leadership.
SS.912.S.4.4
Discuss the social norms of at least two groups to which the student belongs.
SS.912.S.4.5
Analyze what can occur when the rules of behavior are broken and analyze
the possible consequences for unacceptable behavior.
SS.912.S.4.6
Identify the various types of norms (folkways, mores, laws, and taboos) and
explain why these rules of behavior are considered important to society.
SS.912.S.4.7
Discuss the concept of deviance and how society discourages deviant
behavior using social control.
SS.912.S.4.8
Explain how students are members of primary and secondary groups and how
those group memberships influence students’ behavior.
SS.912.S.4.9
Discuss how formal organizations influence behavior of their members.
SS.912.S.4.10
Distinguish the degree of assimilation that ethnic, cultural, and social groups
achieve with the United States culture.
SS.912.S.4.11
Discuss how humans interact in a variety of social settings.
SS.912.S.4.12
Determine the cultural patterns of behavior within such social groups as
rural/urban or rich/poor.
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.
184
SS.912.S.5 Social Institutions/Identify the effects of social institutions on individual and
group behavior.
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.
SS.912.S.5.2
Discuss the concept of political power and factors that influence political
power.
SS.912.S.5.3
Discuss how societies recognize rites of passage.
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.
SS.912.S.5.5
Define ethnocentrism and explain how it can be beneficial or destructive to a
culture.
SS.912.S.5.6
Identify the factors that influence change in social norms over time.
SS.912.S.5.7
Use various resources to interpret information about cultural life in the United
States and other world cultures, both in the past and today.
SS.912.S.5.8
Analyze the primary and secondary groups common to different age groups in
society.
SS.912.S.5.9
Conduct research and analysis on an issue associated with social structure or
social institutions.
SS.912.S.5.10
Identify both rights and responsibilities the individual has to primary and
secondary groups.
SS.912.S.5.11
Demonstrate democratic approaches to managing disagreements and solving
conflicts within a social institution.
SS.912.S.5.12
Explain how roles and role expectations can lead to role conflict.
185
SS.912.S.6 Social Change/Examine the changing nature of society.
SS.912.S.6.1
Describe how and why societies change over time.
SS.912.S.6.2
Examine various social influences that can lead to immediate and long-term
changes.
SS.912.S.6.3
Describe how collective behavior can influence and change society.
SS.912.S.6.4
Examine how technological innovations and scientific discoveries have
influenced major social institutions.
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.
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.
SS.912.S.6.7
Distinguish major differences between social movements and collective
behavior with examples from history and the contemporary world.
SS.912.S.6.8
Investigate the consequences in society as result of changes.
SS.912.S.6.9
Trace the development of the use of a specific type of technology in the
community.
SS.912.S.6.10
Propose a plan to improve a social structure, and design the means needed to
implement the change.
SS.912.S.6.11
Cite examples of the use of technology in social research.
SS.912.S.6.12
Evaluate a current issue that has resulted from scientific discoveries and/or
technological innovations.
SS.912.S.7 Social Problems/Analyze a range of social problems in today’s world.
186
SS.912.S.7.1
Identify characteristics of a “social” problem, as opposed to an “individual”
problem.
SS.912.S.7.2
Describe how social problems have changed over time.
SS.912.S.7.3
Explain how patterns of behavior are found with certain social problems.
SS.912.S.7.4
Discuss the implications of social problems for society.
SS.912.S.7.5
Examine how individual and group responses are often associated with social
problems.
SS.912.S.7.6
Evaluate possible solutions to resolving social problems and the consequences
that might result from those solutions.
SS.912.S.7.7
Survey local agencies involved in addressing social problems to determine the
extent of the problems in the local community.
SS.912.S.7.8
Design and carry out school- and community-based projects to address a local
aspect of a social problem.
SS.912.S.8 Individual and Community/Examine the role of the individual as a member
of the community; explore both individual and collective behavior.
SS.912.S.8.1
Describe traditions, roles, and expectations necessary for a community to
continue.
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.
SS.912.S.8.3
Discuss theories that attempt to explain collective behavior.
SS.912.S.8.4
Define a social issue to be analyzed.
SS.912.S.8.5
Examine factors that could lead to the breakdown and disruption of an
existing community.
SS.912.S.8.6
Discuss the impact of leaders of different social movements.
187
SS.912.S.8.7
Define propaganda and discuss the methods of propaganda and discuss the
methods of propaganda used to influence social behavior.
SS.912.S.8.8
Discuss both the benefits and social costs of collective behavior in society.
SS.912.S.8.9
Identify a community social problem and discuss appropriate actions to
address the problem.
SS.912.S.8.10
Investigate how incorrect communications, such as rumors or gossip, can
influence group behavior.
188
9-12 Financial Literacy Strand
SS.912.FL.1 Financial Attitudes and Behaviors
SS.912.FL.1.1
Evaluate and reflect on how values affect personal financial decision-making.
Benchmark 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.
Benchmark 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.
Benchmark 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.
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?
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SS.912.FL.1.8  Identify examples of how people are affected by present bias.
Benchmark Clarifications:
Clarification 1: Instruction includes the effect of present bias on financial decision-making.
SS.912.FL.2 Earning Income
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.
Example: Interview three individuals who work at different jobs to identify the non-
income factors that influenced their career or job choice.
Benchmark 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.
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.
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.
Benchmark 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.
190
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.
Benchmark 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.
Benchmark 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.
Example: Explain how an increase in the demand for mobile applications might
affect the wages paid to software developers.
Benchmark 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.
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.
Benchmark 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.
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Benchmark 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.
Benchmark 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
Benchmark 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.
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.
Benchmark 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.
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.
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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).
Benchmark 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.
SS.912.FL.2.13
Describe the types and sources of taxes at the local level.
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?
Benchmark 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.
SS.912.FL.3 Buying Goods and Services
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.)
Example: Develop scenarios that explain the factors that influence an individual to
purchase a specific brand and style of athletic shoes.
Benchmark Clarifications:
Clarification 1: Instruction includes the comparison of consumer decisions to purchase a similar item.
SS.912.FL.3.2
Explain that the consumption of a good or service can have positive or
negative effects on others.
Benchmark Clarifications:
193
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.
Example: Given a scenario that includes various features of automobiles, determine
which automobile to purchase.
Benchmark Clarifications:
Clarification 1: Instruction includes explaining why the consumer should consider a product’s durability
and maintenance costs prior to the purchase of goods.
SS.912.FL.3.4
Describe ways that consumers may be influenced by how the price of a good
is expressed.
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.
Benchmark Clarifications:
Clarification 1: Instruction includes understanding the different ways retailers express the prices of their
products.
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.
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.
Benchmark Clarifications:
Clarification 1: Instruction includes understanding the relationship between the amount of information
gathered and the benefits and costs of gathering the information.
194
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.
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.
Example: Draft a complaint letter to an appropriate firm or agency about a problem a
consumer has encountered with a purchase.
Benchmark 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)).
SS.912.FL.3.8
Evaluate how different forms of payment can result in costs or fees.
Benchmark 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.
Example: Given a simple scenario, create a budget that includes an emergency fund.
Benchmark 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.
195
SS.912.FL.3.10
Understand that when individuals or business owners buy or sell goods or
services, they may enter into contracts.
Benchmark 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.
Benchmark 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.
Benchmark 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)).
SS.912.FL.4 Saving
SS.912.FL.4.1
Describe the different types of accounts and financial products offered
through banking institutions.
Benchmark 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.
Benchmark 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.
196
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.
Benchmark 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.
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.
Benchmark Clarifications:
Clarification 1: Instruction includes the benefits and drawbacks of saving and spending in various
situations.
SS.912.FL.4.5 Describe how inflation reduces the value of money.
Benchmark 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.
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.
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.
197
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.
Benchmark 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.
Benchmark 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.
Benchmark 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.
SS.912.FL.5 Using Credit
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.
Benchmark 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.
198
SS.912.FL.5.2
Explain why banks and financial institutions sometimes compete by offering
credit at low introductory rates.
Benchmark 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.
Benchmark 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.
Benchmark 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.
Example: List factors from an individual’s credit history or credit application that
may cause a lender to deny credit.
Benchmark Clarifications:
Clarification 1: Instruction includes understanding that credit bureaus record borrowers’ credit and
payment histories and provide that information to lenders in credit reports.
SS.912.FL.5.6
Demonstrate an understanding of completing a loan application.
Benchmark 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.
199
SS.912.FL.5.7
Discuss that lenders can pay to receive a borrower’s credit score from a credit
bureau.
Example: Explain why certain factors, such as having many credit cards with large
lines of credit and large balances, might hurt a credit score.
Benchmark Clarifications:
Clarification 1: Instruction includes understanding a credit score and what it indicates about a borrower.
SS.912.FL.5.8
Analyze the costs and benefits associated with credit cards.
Benchmark 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.
Example: 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.
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.
Benchmark Clarifications:
Clarification 1: Instruction includes identifying the costs and benefits associated with using different
credit counseling services.
200
SS.912.FL.5.12
Explain how bankruptcy may be an option for consumers who are unable to
repay debt.
Example: Investigate the costs of filing for bankruptcy by examining the bankruptcy
laws in Florida.
Benchmark Clarifications:
Clarification 1: Instruction includes understanding the impact of filing for bankruptcy on an individual’s
credit report.
SS.912.FL.5.13
Explain that people often apply for a mortgage to purchase a home.
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.
Benchmark Clarifications:
Clarification 1: Instruction includes understanding factors related to mortgage lending: down payment,
fixed vs. variable rates, and insurance requirements.
SS.912.FL.5.14
Discuss that consumers who use credit should be aware of laws that are in
place to protect them.
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.
Benchmark Clarifications:
Clarification 1: Instruction includes understanding lending laws: provision of full disclosure of credit
terms, discriminatory lending practices, abusive marketing practices and debt collection.
SS.912.FL.5.15
Explain that consumers are entitled to a free copy of their credit report
annually.
Benchmark 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).
Benchmark Clarifications:
201
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.
Benchmark 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.
SS.912.FL.6 Financial Investing
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).
Benchmark 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.
Example: Given tax rates and inflation rates, calculate the real, after-tax rates of
return for groups of stocks and bonds.
Benchmark Clarifications:
Clarification 1: Instruction includes understanding the after-tax rate of return of an investment.
SS.912.FL.6.3
Explain how the expenses of buying, selling, and holding financial assets
decrease the rate of return from an investment.
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.
202
Benchmark 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.
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.
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
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.
Benchmark 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.
SS.912.FL.6.6
Explain that shorter-term investments will likely have lower rates of return
than longer-term investments.
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.
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.
Benchmark 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.
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.
203
Benchmark 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.
Example: Give an example of a change in interest rates affecting the current value of
a financial asset that pays returns in the future.
Benchmark Clarifications:
Clarification 1: Instruction includes understanding how a change in economic growth might change the
value of a stock held by an investor.
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.
Benchmark 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.
Benchmark 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.
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.
Benchmark 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.
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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.
Benchmark 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.
SS.912.FL.7 Protecting and Insuring
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.
Example: Discuss whether a premium paid to insure against an accident that never
happens is wasted.
Benchmark 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.
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.
Benchmark 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.
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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.
Benchmark Clarifications:
Clarification 1: Instruction includes understanding how an extended warranty on a consumer product is a
type of supplemental insurance.
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.
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.
Example: Research and provide the laws and regulations that establish the amount of
auto insurance drivers must purchase in Florida.
Benchmark Clarifications:
Clarification 1: Instruction includes understanding why homeowners’ insurance is required by a lender
when a homeowner takes out a mortgage.
SS.912.FL.7.6
Describe how an insurance contract can increase the probability or size of a
potential loss.
Example: Given an accident scenario, calculate the amount that would be paid on an
insurance claim after applying exclusions and deductibles.
Benchmark 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.
SS.912.FL.7.7
Explain that people can lower insurance premiums by behaving in ways that
show they pose a lower risk.
Benchmark 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.
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SS.912.FL.7.8
Identify the purposes of various types of insurance.
Benchmark 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.
Example: Describe examples of government transfer programs that compensate for
unexpected losses, including Social Security Disability benefits, Medicare,
Medicaid, and unemployment insurance.
Benchmark 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.
SS.912.FL.7.10
Identify how responsible use of personal information can prevent identity
theft.
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.
Benchmark 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.
SS.912.FL.7.11
Compare federal and state regulations that provide some remedies and
assistance for victims of identity theft.
Benchmark Clarifications:
Clarification 1: Instruction includes recommending actions a victim of identity theft should take to limit
losses and restore personal security.
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SS.912.FL.7.12
Identify the implications of social networking sites and other online activity
on an individual’s digital footprint.
Benchmark 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.
Benchmark 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.
Benchmark 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.
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 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.
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9-12 Holocaust Education Strand
SS.912.HE.1 Analyze the origins of antisemitism and its use by the National Socialist
German Workers’ Party (Nazi) regime.
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.
Benchmark Clarifications:
Clarification 1: Students will explain why the Holocaust is history’s most extreme example of
antisemitism.
SS.912.HE.1.2
Analyze how the Nazi regime utilized and built on historical antisemitism to
create a common enemy of the Jews.
Benchmark 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.
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.
Benchmark 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.
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.
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Benchmark 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.
SS.912.HE.1.5
Describe how the Nazis utilized various forms of propaganda to indoctrinate
the German population.
Benchmark 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.”
SS.912.HE.1.6
Examine how the Nazis used education and youth programs to indoctrinate
young people into the Nazi ideology.
Benchmark 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.
SS.912.HE.1.7
Explain what is meant by “the Aryan Race” and why this terminology was
used.
Benchmark 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 Explain the significant events, public policies and experiences of the
Holocaust.
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.
Benchmark 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.
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.
Benchmark 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).
SS.912.HE.2.3
Analyze Hitler’s motivations for the annexations of Austria and the
Sudetenland, and the invasion of Poland.
Benchmark 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.
SS.912.HE.2.4
Describe how Jewish immigration was perceived and restricted by various
nations from 1933 to 1939.
Benchmark 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.
SS.912.HE.2.5
Explain the effect Nazi policies had on other groups targeted by the
government of Nazi Germany.
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Benchmark 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.
SS.912.HE.2.6
Identify the various armed and unarmed resistance efforts in Europe from
1933 to 1945.
Benchmark 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).
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.
Benchmark 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).
SS.912.HE.2.8  Analyze how corporate complicity aided Nazi goals.
Benchmark 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).
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.
Benchmark 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.
SS.912.HE.2.10 Explain the origins and purpose of ghettos in Europe.
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Benchmark 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.
SS.912.HE.2.11 Discuss life in the various ghettos.
Benchmark 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.
SS.912.HE.2.12 Define “partisan” and explain the role partisans played in World War II.
Benchmark 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.
SS.912.HE.2.13
Examine the origins, purpose and conditions associated with various types of
camps.
213
Benchmark 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.
SS.912.HE.2.14 Explain the purpose of the death marches.
Benchmark 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.
SS.912.HE.2.15 Describe the experience of Holocaust survivors following World War II.
Benchmark Clarifications:
Clarification 1: Students will explain how Allied Forces liberated camps, including the relocation and
treatment of the survivors.
Clarification 12 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.
SS.912.HE.3 Discuss the impact and aftermath of the Holocaust. 
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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.
Benchmark 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.
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.
Benchmark Clarifications:
Clarification 1: Students will recognize the Eichmann Trial as the first time that Israel held a Nazi war
criminal accountable.
SS.912.HE.3.3  Explain the effects of Holocaust denial on contemporary society.
Benchmark 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.
SS.912.HE.3.4
Explain why it is important for current and future generations to learn from
the Holocaust.
Benchmark 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.”
SS.912.HE.3.5
Recognize that antisemitism includes a certain perception of the Jewish
people, which may b 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.
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Benchmark 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).