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K–12 Standards

Grades 6-8

Other Florida Social Studies sets

African American History

  • 1

    Understand the causes, courses, and consequences of the slave trade in the colonies.SS.68.AA.1

    1. 1

      Identify Afro-Eurasian trade routes and methods prior to the development of the Atlantic slave trade.SS.68.AA.1.1

      1. Clarification 1

        Instruction includes how slavery was utilized in Asian, European, and African cultures.

      2. Clarification 2

        Instruction includes the similarities and differences between serfdom and slavery.

      3. Clarification 3

        Instruction includes the use of maps to identify trade routes.

    2. 2

      Describe the contact of European explorers with systematic slave trading in Africa.SS.68.AA.1.2

    3. 3

      Examine the evolution of the labor force in the use of indentured servitude contracts.SS.68.AA.1.3

      1. Clarification 1

        Instruction includes the comparative treatment of indentured servants of European and African extraction.

      2. Clarification 2

        Instruction includes the transition from an indentured to a slave-based economy.

    4. 4

      Describe the history and evolution of slave codes.SS.68.AA.1.4

      1. Clarification 1

        Instruction includes judicial and legislative actions concerning slavery.

    5. 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.1.5

    6. 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.1.6

  • 2

    Analyze events that involved or affected Africans from the founding of the nation through Reconstruction.SS.68.AA.2

    1. 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.2.1

    2. 2

      Explain the effect of the cotton industry on the expansion of slavery due to Eli Whitney’s Cotton Gin.SS.68.AA.2.2

      1. Clarification 1

        Instruction includes the use of a map to show westward expansion.

    3. 3

      Examine the various duties and trades performed by slaves (e.g., agricultural work, painting, carpentry, tailoring, domestic service, blacksmithing, transportation).SS.68.AA.2.3

      1. Clarification 1

        Instruction includes how slaves developed skills which, in some instances, could be applied for their personal benefit.

    4. 4

      Examine the Underground Railroad and its importance to those seeking freedom.SS.68.AA.2.4

      1. 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).

      2. Clarification 2

        Instruction includes the use of “spirituals” and symbols as a form of communication, coordination, coding, and expression.

    5. 5

      Identify political figures who strove to abolish the institution of slavery (e.g., Thaddeus Stevens, Abraham Lincoln, Zachariah Chandler).SS.68.AA.2.5

    6. 6

      Evaluate various abolitionist movements that continuously pushed to end slavery.SS.68.AA.2.6

      1. Clarification 1

        Instruction includes the Society of Friends (Quakers) and their efforts to end slavery throughout the United States. 

      2. 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).

    7. 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.2.7

    8. 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).SS.68.AA.2.8

Holocaust Education

  • 1

    Foundations of Holocaust Education.SS.68.HE.1

    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.SS.68.HE.1.1

      1. Clarification 1

        Students will describe the basic beliefs of Judaism and trace the origins and history of Jews in Europe.

      2. Clarification 2

        Students will analyze how antisemitism led to and contributed to the Holocaust. 

      3. 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).

  •  

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What grade levels do these standards cover?
Grade 6, Grade 7, and Grade 8

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