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Florida State Standards for Secondary Social Studies

FloridaState Standards for Secondary Social Studies

FloridaState Standards for Secondary Social Studies

Aspart of the larger nation, Florida State offers its learners a widerange of physical and social science subjects including SocialStudies. To effectively impart appropriate social knowledge to thehigh school learners, the Florida State, through its educationdepartment, has been applying the National Council for the SocialStudies (NCSS) Ten Themes of Social Studies Standards alongside thefollowing State Social Studies Standards:

Standard1:Use research and inquiry skills to analyze American history usingprimary and secondary sources (SS.912.A.1). According to thisstandard, all the secondary school students pursuing Social Studiesin Florida should have research skills because it is important tothem as learners. The learners are required to use their researchskills to analyze primary and secondary sources which containadequate information on the history of USA. Whereas secondary sourcescomprise of published reading materials like books, journals, andartifacts, primary sources incorporate research. All these can equipthe learners with knowledge on American history which they shouldunderstand (Kenna &amp Russell III, 2015). This standard is coherentwith the NCSS themes. It directly relates to the theme of time,continuity, and change which advocates that learners should locatethemselves in time and have a proper understanding of theirhistorical origins.

Standard2:Understand the causes, course, and consequences of the Civil War andReconstruction and its effects on the American people (SS.912.A.2).This standard is mainly concerned about the history of the USA. Itrequires learners to have a deeper understanding of the independencestruggles as well as the creation of the USA as a sovereign country.If the Civil War were not fought, the history of the USA would havetaken a different shape. Therefore, it can be much better if highschool students learn about the causes, course, and impacts of thiswar on Americans. The standard is coherent with NCSS’s ten themesof Social Studies. It relates to the themes of global connections andtime, continuity, and change (Dover, Henning &amp Agarwal-Rangnath,2016). The standard, for instance, presents learners with insightfulinformation on global connections and interdependence betweendifferent countries. Such interdependence is not new but started along time ago when the European imperialists took over the control ofAmerica as a colony.

Standard3:Analyze the transformation of the American economy and the changingsocial and political conditions in response to the IndustrialRevolution (SS.912.A.3). According to this standard, high schoolstudents enrolled in Social Studies should be taught about thedynamics of the US economy and socio-political climate especiallyafter the Industrial Revolution. This is a very significant aspect ofthe US history that should be adequately understood by everyone whowants to be familiar with the country’s economic prowess. If thestandard is adequately explored, it can enable the learners to knowhow the country transformed itself and became the world’s economicsuperpower. The standard is coherent with NCSS’s theme ofproduction, distribution, and consumption. If it were not for thechanges in the consumption, distribution, and production, thecountry’s economy would not have progressed (Mindes, 2015).However, all the developments were achieved thanks to the country’scommitments to technological innovations and advancements.

Standard4:Demonstrate an understanding of the changing role of the UnitedStates in world affairs through the end of World War I(SS.912.A.4).In this standard, the learners are expected to know muchabout the relationships between the US and the internationalcommunity. It also requires learners to understand the influences ofthe USA on global affairs. Since the end of the World War II, the USAhas emerged as the world’s political, economic, and militarysuperpower. This means the nation has become a formidable force tocontend with internationally. The standard, therefore, emphasizesthat all high school students studying Social Studies must acquiresuch facts because it can help them understand the country muchbetter. The standard is important because of its coherence with theNCSS’s ten themes of Social Studies standards (Au, 2007). Itrelates to the theme of global connections that explores therelationship between the USA and other countries as well as itsinfluences on global affairs.

Standard5:Analyze the effects of the changing social, political, and economicconditions of the Roaring Twenties and the Great Depression(SS.912.A.5). In this standard, the students of Social Studies arerequired to learn about the effects of certain historical occurrencessuch as the Great Depression and the Roaring Twenties. These areevents that hold a significant position in the history of the USAbecause they led to the introduction of many changes in the country’spolitical, social, and economic policies. This standard isappropriate for high school Social Studies students because it iscoherent with the NCSS’s ten themes of Social Studies standards. Itspecifically relates to the theme of production, distribution, andconsumption. It traces how the country’s major political, social,and economic policies have been influenced by the changing trends inthe national and the international standards (Barron, Kemker, Harmes&amp Kalaydjian, 2003).

Standard6:Understand the causes and the course of the World War II, thecharacter of the war at home and abroad, and it’s reshaping of theUnited States role in the post-war world (SS.912.A.6). This standardnarrows down to the historical World War II, a global war from whichthe USA emerged as the superpower. All secondary school studentsenrolled in Social Studies should study the causes, course, andeffects of the World War II. Special emphasis should be placed on theimpacts of the war in the shaping of the America’s history. Thestandard is coherent with the NCSS’s theme of civic ideals whichadvocates for the examination of the society’s civic practices andideals (Vaughn, Roberts, Swanson, Wanzek, Fall &amp Stillman-Spisak,2015). The understanding of the sacrifices of the US soldiers canhelp in promoting the spirit of patriotism and statesmanship amongstthe Social Studies students.

Standard7:Understand the rise and continuing international influence of theUnited States as a world leader and the impact of contemporary socialand political movements of the American life (SS.912.A.7). Thisstandard is quite broad because it entails a wide range of issues.Apart from encouraging learners to study the country’s position inthe international arena, it gives them an opportunity to understandthe past and present political and social movements. This means thatit entails the study of politics and political organizations. Thestandard is, therefore, coherent with the NCSS’s theme ofindividuals, groups, and institutions (Barron, Kemker, Harmes &ampKalaydjian, 2003). The understanding of the country’s democraticsystem, social, and political groupings can help the education systemto nurture patriots.

Florida,just like the rest of the states across the nation, is concernedabout the teaching of Social Studies to its school-going population.With the goal of imparting civic competency, the subject has beentaught using the Florida State Standards for Social Studies. Theentire standards are coherent with NCSS’s ten themes of SocialStudies Standards. They are similar and do not differ in any way.After all, they all aim at fulfilling the general national goals ofeducation in the country.

References

Au,W. (2007). “High-stakes testing and curricular control: Aqualitative metasynthesis.”

EducationalResearcher,36(5),258-267.

Barron,A. E., Kemker, K., Harmes, C., &amp Kalaydjian, K. (2003).“Large-scale research study on

technologyin K–12 schools: Technology integration as it relates to theNational

TechnologyStandards.” Journalof Research on Technology in Education,35(4),489- 507.

Dover,A. G., Henning, N., &amp Agarwal-Rangnath, R. (2016). “Reclaimingagency: Justice-

orientedsocial studies teachers respond to changing curricular standards.”Teachingand

TeacherEducation,59,457-467.

Kenna,J. L., &amp Russell III, W. B. (2015). “Secondary social studiesteachers’ time commitment

whenaddressing the Common Core State Standards.” Journalof Social Studies Education Research,6(1),106-121.

Mindes,G. (2015). “Pushing up the social studies from early childhoodeducation to the world.”

YCYoung Children,70(3),10.

Vaughn,S., Roberts, G., Swanson, E. A., Wanzek, J., Fall, A. M., &ampStillman-Spisak, S. J.

(2015).“Improving Middle-School Students’ Knowledge and Comprehension inSocial

Studies:a Replication.” EducationalPsychology Review,27(1),31-50.