Switzerland Point Middle School



Social Studies Course Descriptions

Switzerland Point Middle School 14-15

6th grade – World History

7th grade – Civics – Students MUST take the State EOC, which will count as 30% of their final course grade.

8th grade – United States History

2 options per grade level – Standard or Advanced

Both courses teach the Next Generation Sunshine State Standards for each grade level.

Both courses teach the Common Core Literacy Standards

Both courses will utilize the state adopted textbook & History Alive text as resources.

Both courses have nightly homework.

Both courses require students to utilize higher levels of critical thinking skills.

Both courses require students who want to earn an “A” to exceed expectations and make connections to the real world.

Both courses require students to complete quarterly Document Based Question Projects, which include writing an essay. The quarterly project requires students to analyze primary and secondary source materials to gain a more in-depth understanding of the times and people being studied.

Expectations for Advanced:

• Enriched material is presented through lecture and through outside reading.

• Concepts are covered more in-depth & at a faster pace.

• More reading/homework is assigned.

• Tests and quizzes may include several short response and essay questions.

Below is additional information for each course from FL DOE.

|M/J World History (Standard) |M/J Advanced World History |

|GENERAL NOTES |GENERAL NOTES |

|M/J World Cultures - The social studies curriculum for this course consists of |M/J World Cultures - The social studies curriculum for this course consists of |

|the following content area strands: World History, Geography, and Economics. The |the following content area strands: World History, Geography, and Economics. The |

|primary content for this course pertains to the study of the significant |primary content for this course pertains to the study of the significant |

|contributions of world cultural groups. Students will use social studies |contributions of world cultural groups. Students will use social studies |

|concepts, tools, and skills to draw conclusions regarding the varied |concepts, tools, and skills to draw conclusions regarding the varied |

|characteristics of cultural groups. Content should include, but is not limited to|characteristics of cultural groups. Content should include, but not be limited to|

|the characteristics of a cultural group, the development of cultural societies, |the characteristics of a cultural group, the development of cultural societies, |

|and the complexity of global issues. Students will study methods of historical |the impact of geography on cultural development, the evaluation of the |

|inquiry and primary and secondary historical documents. |interdependence between humans and the environment, and the complexity of global |

| |issues. Students will study methods of historical inquiry and primary and |

| |secondary historical documents. |

| | |

| |Honors/Advanced courses offer scaffolded learning opportunities for students to |

| |develop the critical skills of analysis, synthesis, and evaluation in a more |

| |rigorous and reflective academic setting. Students are empowered to perform at |

| |higher levels as they engage in the following: analyzing historical documents and|

| |supplementary readings, working in the context of thematically categorized |

| |information, becoming proficient in note-taking, participating in Socratic |

| |seminars/discussions, emphasizing free-response and document-based writing, |

| |contrasting opposing viewpoints, solving problems, etc. Students will develop and|

| |demonstrate their skills through participation in a capstone and/or extended |

| |research-based paper/project (e.g., history fair, participatory citizenship |

| |project, mock congressional hearing, projects for competitive evaluation, |

| |investment portfolio contests, or other teacher-directed projects). |

| | |

| |Mathematics Benchmark Guidance – Social Studies instruction should include |

| |opportunities for students to interpret and create representations of historical |

| |events and concepts using mathematical tables, charts, and graphs. |

| | |

| |Instructional Practices |

| | |

| |Teaching from well-written, grade-level instructional materials enhances |

| |students' content area knowledge and also strengthens their ability to comprehend|

|Instructional Practices |longer, complex reading passages on any topic for any reason. Using the following|

| |instructional practices also helps student learning: |

|Teaching from well-written, grade-level instructional materials enhances | |

|students' content area knowledge and also strengthens their ability to comprehend|Reading assignments from longer text passages as well as shorter ones when text |

|longer, complex reading passages on any topic for any reason. Using the following|is extremely complex. |

|instructional practices also helps student learning: |Making close reading and rereading of texts central to lessons. |

| |Asking high-level, text-specific questions and requiring high-level, complex |

|Reading assignments from longer text passages as well as shorter ones when text |tasks and assignments. |

|is extremely complex. |Requiring students to support answers with evidence from the text. |

|Making close reading and rereading of texts central to lessons. |Providing extensive text-based research and writing opportunities (claims and |

|Asking high-level, text-specific questions and requiring high-level, complex |evidence). |

|tasks and assignments. | |

|Requiring students to support answers with evidence from the text. | |

|Providing extensive text-based research and writing opportunities (claims and | |

|evidence). | |

| | |

|M/J Civics (Standard) |M/J Civics, Advanced |

|GENERAL NOTES |GENERAL NOTES |

|The primary content for this half -year course pertains to the principles, |The primary content for the course pertains to the principles, functions, and |

|functions, and organization of government; the origins of the American political |organization of government; the origins of the American political system; the |

|system; the roles, rights, responsibilities of United States citizens; and |roles, rights, responsibilities of United States citizens; and methods of active |

|methods of active participation in our political system. |participation in our political system. The course is embedded with strong |

| |geographic and economic components to support civic education instruction. The |

| |primary content for the course pertains to the principles, functions, and |

| |organization of government; the origins of the American political system; the |

| |roles, rights, responsibilities of United States citizens; and methods of active |

| |participation in our political system. The course is embedded with strong |

| |geographic and economic components to support civic education instruction. |

| | |

| |Honors/Advanced courses offer scaffolded learning opportunities for students to |

| |develop the critical skills of analysis, synthesis, and evaluation in a more |

| |rigorous and reflective academic setting. Students are empowered to perform at |

| |higher levels as they engage in the following: analyzing historical documents and|

| |supplementary readings, working in the context of thematically categorized |

| |information, becoming proficient in note-taking, participating in Socratic |

| |seminars/discussions, emphasizing free-response and document-based writing, |

| |contrasting opposing viewpoints, solving problems, etc. Students will develop and|

| |demonstrate their skills through participation in a capstone and/or extended |

| |research-based paper/project (e.g., history fair, participatory citizenship |

| |project, mock congressional hearing, projects for competitive evaluation, |

| |investment portfolio contests, or other teacher-directed projects). |

| | |

| |Mathematics Benchmark Guidance – Social Studies instruction should include |

| |opportunities for students to interpret and create representations of historical |

| |events and concepts using mathematical tables, charts, and graphs. |

| | |

|Mathematics Benchmark Guidance – Social Studies instruction should include |Special Notes: |

|opportunities for students to interpret and create representations of historical |Additional content that may be included in the Grade 8 NAEP Civics assessment |

|events and concepts using mathematical tables, charts, and graphs. |includes: |

| | |

|Special Notes: |Distinctive characteristics of American society |

|Additional content that may be included in the Grade 8 NAEP Civics assessment |Unity/diversity in American society |

|includes: |Civil society: nongovernmental associations, groups |

| |Nation-states |

|Distinctive characteristics of American society |Interaction among nation-states |

|Unity/diversity in American society |Major governmental, nongovernmental international organizations |

|Civil society:  nongovernmental associations, groups |The NAEP frameworks for Civics may be accessed |

|Nation-states |at |

|Interaction among nation-states | |

|Major governmental, nongovernmental international organizations |Instructional Practices  |

|The NAEP frameworks for Civics may be accessed |Teaching from well-written, grade-level instructional materials enhances |

|at |students' content area knowledge and also strengthens their ability to comprehend|

| |longer, complex reading passages on any topic for any reason. Using the following|

|Instructional Practices |instructional practices also helps student learning: |

|Teaching from well-written, grade-level instructional materials enhances | |

|students' content area knowledge and also strengthens their ability to comprehend|Reading assignments from longer text passages as well as shorter ones when text |

|longer, complex reading passages on any topic for any reason. Using the following|is extremely complex. |

|instructional practices also helps student learning: |Making close reading and rereading of texts central to lessons. |

| |Asking high-level, text-specific questions and requiring high-level, complex |

|Reading assignments from longer text passages as well as shorter ones when text |tasks and assignments. |

|is extremely complex. |Requiring students to support answers with evidence from the text. |

|Making close reading and rereading of texts central to lessons. |Providing extensive text-based research and writing opportunities (claims and |

|Asking high-level, text-specific questions and requiring high-level, complex |evidence). |

|tasks and assignments. | |

|Requiring students to support answers with evidence from the text. | |

|Providing extensive text-based research and writing opportunities (claims and | |

|evidence). | |

| | |

|M/J United States History & Career Planning (Standard) |M/J United States History Advanced & Career Planning |

|GENERAL NOTES |GENERAL NOTES |

|Primary content emphasis for this course pertains to the study of American |Primary content emphasis for this course pertains to the study of American |

|history from the Exploration and Colonization period to the Reconstruction Period|history from the Exploration and Colonization period to the Reconstruction Period|

|following the Civil War. Students will be exposed to the historical, geographic, |following the Civil War. Students will be exposed to the historical, geographic, |

|political, economic, and sociological events which influenced the development of |political, economic, and sociological events which influenced the development of |

|the United States and the resulting impact on world history. So that students can|the United States and the resulting impact on world history. So that students can|

|clearly see the relationship between cause and effect in historical events, |clearly see the relationship between cause and effect in historical events, |

|students should have the opportunity to explore those fundamental ideas and |students should have the opportunity to explore those fundamental ideas and |

|events which occurred after Reconstruction. |events which occurred after Reconstruction.  |

| | |

| |Honors/Advanced courses offer scaffolded learning opportunities for students to |

| |develop the critical skills of analysis, synthesis, and evaluation in a more |

| |rigorous and reflective academic setting. Students are empowered to perform at |

| |higher levels as they engage in the following: analyzing historical documents and|

| |supplementary readings, working in the context of thematically categorized |

| |information, becoming proficient in note-taking, participating in Socratic |

| |seminars/discussions, emphasizing free-response and document-based writing, |

| |contrasting opposing viewpoints, solving problems, etc. Students will develop and|

| |demonstrate their skills through participation in a capstone and/or extended |

| |research-based paper/project (e.g., history fair, participatory citizenship |

| |project, mock congressional hearing, projects for competitive evaluation, |

| |investment portfolio contests, or other teacher-directed projects).  |

| | |

| | |

| |Mathematics Benchmark Guidance - Instruction of U.S. History should include |

| |opportunities for students to interpret and create representations of historical |

| |events using mathematical tables, charts, and graphs.  |

|Mathematics Benchmark Guidance - Instruction of U.S. History should include | |

|opportunities for students to interpret and create representations of historical |Career and Education Planning - Per section 1003.4156, Florida Statutes, the |

|events using mathematical tables, charts, and graphs. |Career and Education Planning course must result in a completed personalized |

| |academic and career plan for the student; must emphasize the importance of |

|Career and Education Planning - Per section 1003.4156, Florida Statutes, the |entrepreneurship skills; must emphasize technology or the application of |

|Career and Education Planning course must result in a completed personalized |technology in career fields; and, beginning in the 2014-2015 academic year, must |

|academic and career plan for the student; must emphasize the importance of |provide information from the Department of Economic Opportunity’s economic |

|entrepreneurship skills; must emphasize technology or the application of |security report as described in section 445.07, Florida Statutes. For additional |

|technology in career fields; and, beginning in the 2014-2015 academic year, must |information on the Middle School Career and Education Planning course, go to |

|provide information from the Department of Economic Opportunity’s economic |.  |

|security report as described in section 445.07, Florida Statutes. For additional | |

|information on the Middle School Career and Education Planning course, go to |1.0 Describe the influences that societal, economic, and technological changes |

|.  |have on employment trends and future training.  |

| |2.0 Develop skills to locate, evaluate, and interpret career information.  |

|1.0 Describe the influences that societal, economic, and technological changes |3.0 Identify and demonstrate processes for making short and long term goals.  |

|have on employment trends and future training.  |4.0 Demonstrate employability skills such as working in a group, problem-solving |

|2.0 Develop skills to locate, evaluate, and interpret career information.  |and organizational skills, and the importance of entrepreneurship.  |

|3.0 Identify and demonstrate processes for making short and long term goals.  |5.0 Understand the relationship between educational achievement and career |

|4.0 Demonstrate employability skills such as working in a group, problem-solving |choices/postsecondary options.  |

|and organizational skills, and the importance of entrepreneurship.  |6.0 Identify a career cluster and related pathways through an interest assessment|

|5.0 Understand the relationship between educational achievement and career |that match career and education goals.  |

|choices/postsecondary options.  |7.0 Develop a career and education plan that includes short and long-term goals, |

|6.0 Identify a career cluster and related pathways through an interest assessment|high school program of study, and postsecondary/career goals.  |

|that match career and education goals.  |8.0 Demonstrate knowledge of technology and its application in career |

|7.0 Develop a career and education plan that includes short and long-term goals, |fields/clusters.  |

|high school program of study, and postsecondary/career goals.  | |

|8.0 Demonstrate knowledge of technology and its application in career |Special Notes: Additional content that may be contained in the NAEP Grade 8 |

|fields/clusters.  |United States History assessment includes material from all time periods on the |

| |following topics: |

|Special Notes: Additional content that may be contained in the NAEP Grade 8 |Change and Continuity in American Democracy: Ideas, Institutions, Events, Key |

|United States History assessment includes material from all time periods on the |Figures, and Controversies |

|following topics: |The Gathering and Interactions of Peoples, Cultures, and Ideas |

|Change and Continuity in American Democracy: Ideas, Institutions, Events, Key |Economic and Technological Changes and Their Relationship to Society, Ideas, and |

|Figures, and Controversies |the Environment |

|The Gathering and Interactions of Peoples, Cultures, and Ideas |The Changing Role of America in the World |

|Economic and Technological Changes and Their Relationship to Society, Ideas, and |The NAEP frameworks for United States History may be accessed at |

|the Environment |

|The Changing Role of America in the World |framework.pdf  |

| | |

|The NAEP frameworks for United States History may be accessed at |Instructional Practices  |

| |

|framework.pdf |Teaching from well-written, grade-level instructional materials enhances |

| |students’ content area knowledge and also strengthens their ability to comprehend|

|Instructional Practices  |longer, complex reading passages on any topic for any reason. Using the following|

| |instructional practices also helps student learning: |

|Teaching from well-written, grade-level instructional materials enhances | |

|students’ content area knowledge and also strengthens their ability to comprehend|Reading assignments from longer text passages as well as shorter ones when text |

|longer, complex reading passages on any topic for any reason. Using the following|is extremely complex. |

|instructional practices also helps student learning: |Making close reading and rereading of texts central to lessons. |

| |Asking high-level, text-specific questions and requiring high-level, complex |

|Reading assignments from longer text passages as well as shorter ones when text |tasks and assignments. |

|is extremely complex. |Requiring students to support answers with evidence from the text. |

|Making close reading and rereading of texts central to lessons. |Providing extensive text-based research and writing opportunities (claims and |

|Asking high-level, text-specific questions and requiring high-level, complex |evidence). |

|tasks and assignments. | |

|Requiring students to support answers with evidence from the text. | |

|Providing extensive text-based research and writing opportunities (claims and | |

|evidence). | |

| | |

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