High School Social Studies B.E.S.T. Standards

Instruction includes understanding that insurance companies allow the risk of loss to be spread amongst all policyholders.

Instruction includes understanding multiple types of insurance: health, disability, long-term care, travel, auto, renter, life, homeowner, and property and casualty.

Instruction includes understanding that each investment has its own risk and the consumer must decide whether the risk is worth the reward by leveraging historical data.

Instruction includes discussing the difference between trusts and wills.

Instruction includes understanding why savers should expect a higher nominal interest rate when inflation is expected to be high.

Instruction includes understanding how taxes on interest reduce the incentive for people to save.

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.

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.

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.

Instruction includes understanding how an extended warranty on a consumer product is a type of supplemental insurance.

Instruction includes understanding the impact of filing for bankruptcy on an individual’s credit report.

Instruction includes comparing the benefits and costs of a college education to those of a technical school.

Instruction includes understanding that having insurance may result in the policyholder taking more risks.

Instruction includes 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.

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.

Instruction includes describing the conditions under which individuals should and should not disclose their Social Security number, account numbers, or other sensitive personal information.

Instruction includes biases such as loss aversion, the endowment effect, herd mentality, anchoring, and present bias.

Instruction includes the relationship between the amount of information gathered and the benefits and costs of gathering the information.

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.

Instruction includes the variance of wages or salaries among workers in different types of jobs and among workers in the same jobs.

Instruction includes the identification of various payroll taxes and withholdings (e.g., Social Security, Medicare, Federal withholding, etc.).

Instruction includes understanding how matches of retirement savings by employers substantially changes the incentives for employees to save.

Instruction includes understanding that budgets can be developed using paper, digital spreadsheets, websites or mobile phone applications, or using other financial applications.

Instruction includes understanding why homeowners insurance is required by a lender when a homeowner takes out a mortgage.

Instruction includes understanding that credit bureaus record borrowers’ credit and payment histories and provide that information to lenders in credit reports.

Instruction includes understanding how the portfolio of a retiree might differ from that of a young, single person.

Instruction includes developing budgets with fixed and variable expenses, unexpected expenses, including emergency funds, and savings.

Instruction includes various investment applications (mobile applications) that hold the account that holds the investment.

Instruction includes understanding that credit card interest rates are higher for people who are considered to have a higher risk of nonpayment as determined by their credit scores.

Instruction includes understanding that states, counties, and municipalities may have different tax rates and taxes.

Instruction includes understanding why a borrower who has made a down payment has an incentive to repay a loan or make payments on time.

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.

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.

Instruction includes identifying the costs and benefits associated with using different credit counseling services.

Instruction includes the fundamental difference between interest, dividends, and capital gains.

Instruction includes understanding the concept of a credit score and what it indicates about a borrower.

Instruction includes discussing costs and fees associated with investments. These costs and fees may include management fees, commissions, and annual expense ratios.

Instruction includes recommending actions a victim of identity theft should take to limit losses and restore personal security.

Instruction includes understanding that an inheritance is money or assets a person has been bequeathed when someone passes.

Instruction includes the different aspects of a loan application, which include its basic requirements, limits, and credit check.

Instruction includes understanding the implications, which include taxes for increased income.

Instruction includes the functions of each account (checking, savings, money markets, and certificates of deposit (CDs), and the advantages and disadvantages of each.

Instruction includes analyzing the advantages and disadvantages of each account that holds an investment.

Instruction includes the potential effects upon premium costs if in possession of an emergency fund.

Instruction includes the ways that an individual can earn income: full-time employee, part-time employee, self-employment, investment, or passive income.

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.

Instruction includes understanding the motivating factors for being self-employed or working as an independent contractor in the “gig” economy.

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.

Instruction includes understanding the difference when taxes are paid with a traditional IRA versus a Roth IRA.

Instruction includes understanding the after-tax rate of return of an investment.

Instruction includes comparing the unemployment rates of workers with different levels of education.

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.

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.

Instruction emphasizes that users may be entering into a contract when agreeing to terms and conditions on webpages or applications.

Instruction includes explaining why the consumer should consider a product’s durability and maintenance costs prior to the purchase of goods that last for a longer period of time.

Instruction includes understanding that employers may check a prospective employee’s digital footprint as part of the hiring process.

Instruction includes online banking, minimum balance requirements, monthly fees, overdraft penalties, and interest rates.

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.

Instruction includes state and federal laws concerning personal finance.

Instruction includes how values may vary from person to person.

Instruction includes identifying the roles and characteristics of an entrepreneur and that taking on risk is an implicit part of being an entrepreneur.

Instruction includes credit unions, commercial banks, traditional banks, and online banks.

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.

Instruction includes understanding that the real interest rate is calculated as the nominal interest rate minus the rate of inflation.

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.

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.

Instruction includes understanding Parent Loan for Undergraduate Students (PLUS) loans, private student loans, direct subsidized loans, and direct unsubsidized loans.

Instruction includes understanding the process and importance of completing the Free Application for Federal Student Aid (FAFSA).

Instruction includes the identification of the governmental agency that receives tax revenue for a specific tax.

Instruction includes discussing tax implications of each.

Instruction includes comparing the coverage and costs of hypothetical plans for a set of scenarios utilizing various types of insurance.

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.

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.

Instruction includes the motivating factors for a bank offering low-rate introductory credit offers.

Instruction includes understanding that actually calculating taxes and what the Government states may differ.

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 as a result of the job.

Instruction includes the different ways retailers express the prices of their products.

Instruction includes the identification of non-income factors and the importance of these factors as compared to potential income.

Instruction includes describing problems that can occur when an individual is a victim of identity theft.

Instruction includes understanding that local taxes are dedicated to a particular use, such as schools or local infrastructure projects.

Instruction includes the governmental agencies that 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), etc.).

Instruction includes understanding that budgets can be developed using zero-based budgeting, the 50/30/20 method, the cash envelope method, or other budgeting strategies.

Instruction includes discussing why people make a down payment and why lenders may consider loans made with a down payment to have less risk.

Instruction includes understanding how a change in economic growth might change the value of a stock held by an investor.

Instruction includes evaluating the benefits and costs of entrepreneurship.

Instruction includes reasons for the use of digital currency: financial privacy concerns, international payments, the ability to execute smart contracts, and speculation.

Instruction includes understanding the advantages and disadvantages of each investment, including any fees that may be associated with each investment type.

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)).

Instruction includes understanding factors related to mortgage lending: down payment, fixed vs. variable rates, and insurance requirements.

Instruction includes how federal tax brackets illustrate a progressive tax and a sales tax is viewed as a regressive tax and the differences between each type of tax.

Instruction includes how societal values impact personal financial decisions.

Depending on the contract, terms and conditions can/may include, but are not limited to, duration, termination, payment terms, dispute resolution, privacy and sharing of personal information.

Instruction includes common contracts including cell phone plans, leases of apartments or homes, car leases, car purchases and mortgages.

Instruction includes understanding why a financial advisor might encourage a client to include stocks, bonds, and real estate assets in his or her portfolio.

Instruction includes identifying scholarships and grants for which an individual student may be eligible.

Instruction includes state and federal agencies concerning personal finance.

Instruction includes understanding that credit report errors may increase the cost of credit.

Instruction includes how prices of financial investments can adjust when given specific news about a company’s or industry’s future profitability.

Instruction emphasizes that contracts are legally binding and breaking a contract may have consequences.

Instruction includes tax rates on earned income, interest, and capital gains.

Instruction includes understanding the different components of an account, such as the routing number and the account number.

Instruction includes discussing how a recession may impact the unemployment rate.

Instruction includes understanding lending laws: provision of full disclosure of credit terms, discriminatory lending practices, abusive marketing practices, and debt collection.

Instruction includes understanding the process for opening and managing a bank account.

Instruction includes the identification of the use of specific tax revenues.

Instruction includes creating a detailed plan for the use of an inheritance.

Instruction includes the importance of worker productivity to businesses and why a business may decide to pay workers differently depending on their productivity.

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.

Within the Financial Literacy course, instruction includes formally (using tax tables) and informally (estimating) calculating taxes.

Instruction includes types of goods that are subject to sales taxes and those that are exempt.

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.

Instruction includes understanding how traditional IRAs (individual retirement accounts), Roth IRAs, and educational savings accounts provide incentives for people to save.

Instruction includes how owning a small business can be a person’s primary career or can supplement income from other sources.

Instruction includes the major types of taxes: income, payroll, property, and sales tax.

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.

Instruction includes estate planning: preparing wills and living wills, power of attorney documents and trusts, and estate tax planning for larger estates.

Instruction includes tax implications of being an entrepreneur such as the self-employment tax.

Instruction includes giving specific examples of how online transactions, online banking, email scams, and telemarketing calls can make consumers vulnerable to identity theft.

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.

Instruction includes self-insurance and the practice of having an emergency fund.

Financial Attitudes and Behaviors

Evaluate and reflect on how values affect personal financial decision making.

Understand how cognitive biases affect personal financial decision making.

Explain that loss aversion implies that losses brought about by a decision are weighed more than the gains, which may affect the final decision.

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.

Evaluate and reflect on how herd mentality affects personal financial decision-making.

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.

Describe how people often focus on information that confirms their original beliefs when they research information to make personal financial decisions.

Provide examples of how people are affected by present bias.

Earning Income

Discuss that 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.

Evaluate the benefits and costs of “gig” employment.

Describe how Social Security is funded and the benefit it provides to retirees.

Identify and complete appropriate tax forms in order to calculate the amount of federal tax owed.

Describe the types and sources of taxes at the local level.

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.

Evaluate ways people can make more informed education, job, or career decisions by evaluating the benefits and costs of different choices.

Analyze the reasons why the wage or salary paid to workers in jobs is usually determined by the labor market.

Discuss reasons why changes in economic conditions or the labor market can cause changes in a worker’s income or may cause unemployment.

Explain that taxes are paid to federal, state, and local governments to fund government goods and services and transfer payments from government to individuals.

Explain how interest, dividends, and capital gains are forms of income earned from financial investments.

Discuss 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.

Describe why some people choose to become entrepreneurs as a career choice.

Buying Goods and Services

Compare consumer decisions and analyze what influences 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.)

Understand that when individuals or business owners buy or sell goods or services, they may enter into contracts.

Evaluate and interpret terms and conditions within a contract.

Understand the process of identifying and contesting an incorrect billing statement.

Explain the positive or negative impacts of the consumption of a particular good or service.

Discuss that when buying a good, consumers may consider various aspects of the product including the product’s features.

Describe ways that consumers may be influenced by how the price of a good is expressed.

Discuss ways people incur costs and realize benefits when searching for information related to their purchases of goods and services.

Explain that people may choose to donate money to charitable organizations and other not-for-profit organizations because they gain satisfaction from donating.

Understand that governments establish laws and institutions to provide consumers with information about goods or services being purchased and to protect consumers.

Evaluate how different forms of payment can result in costs or fees.

Develop a budget based on a given income and expenses for long-term and short-term financial goals.

Saving

Describe the different types of accounts and financial products offered through banking institutions.

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.

Compare and contrast the characteristics of the various accounts and services offered by depository institutions.

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.

Discuss the impact of spending vs. saving.

Describe how inflation reduces the value of money.

Compare the difference between the nominal interest rate and the real interest rate.

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.

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.

Describe government policies that create incentives and disincentives for people to save.

Using Credit

Discuss 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.

Explain how bankruptcy may be an option for consumers who are unable to repay debt.

Explain that people often apply for a mortgage to purchase a home.

Discuss that consumers who use credit should be aware of laws that are in place to protect them.

Explain that consumers are entitled to a free copy of their credit report annually.

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).

Analyze the costs and benefits associated with credit cards.

Demonstrate an understanding of completing a loan application.

Compare different types of student loans and understand how to complete a student loan application.

Discuss that banks and financial institutions sometimes compete by offering credit at low introductory rates.

Explain that loans can be unsecured or secured with collateral.

Discuss factors that influence cost of borrowing from the perspective of the buyer and the seller, such as down payments and interest rates.

Explain that lenders make credit decisions based in part on consumer payment history.

Discuss that lenders can pay to receive a borrower’s credit score from a credit bureau.

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, landlords in deciding whether to rent apartments, and insurance companies in charging premiums.

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.

Explain that consumers who have difficulty repaying debt can seek assistance through credit counseling services and by negotiating directly with creditors.

Investing in Financial Markets

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, etc.).

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.

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.

Compare the Securities and Exchange Commission (SEC), the Federal Reserve, and other government agencies that regulate financial markets.

Describe the purpose of the following accounts that hold investments: various retirement accounts (e.g., 401(k), 403(b), Traditional IRA, Roth IRA, Pensions, etc.); education accounts (e.g., 529 savings plan, Coverdell Education Savings Account (ESA), etc.); and taxable investment brokerage accounts.

Evaluate the motives for using a digital currency.

Compare the ways that federal, state, and local tax rates vary on different types of investments.

Explain how the expenses of buying, selling, and holding financial assets decrease the rate of return from an investment.

Discuss that buyers and sellers in financial markets determine prices of financial assets and therefore influence the rates of return on those assets.

Discuss the trade-off between risk and return in comparing financial investments.

Explain that shorter-term investments will likely have lower rates of return than longer-term investments.

Describe how diversifying investments in different types of financial assets can lower investment risk.

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.

Discuss ways that prices of financial assets are affected by interest rates, changes in domestic and international economic conditions, monetary policy, and fiscal policy.

Protecting and Insuring

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.

Identify the responsible use of personal information to prevent identity theft.

Compare federal and state regulations that provide some remedies and assistance for victims of identity theft.

Identify the implications of social networking sites and other online activity on an individual’s digital footprint.

Explain that financial planning includes preparing for all contingencies, including death.

Explain the implications of receiving an inheritance.

Examine laws and regulations concerning personal finance.

Understand that insurance companies charge premiums to create a pool of money from which the company uses to pay for losses incurred by policyholders.

Analyze and evaluate the cost-effectiveness of supplemental insurance.

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.

Explain how governments and contractual obligations can influence the decisions and responsibilities of individuals to obtain different forms of insurance.

Describe how an insurance contract can increase the probability or size of a potential loss.

Explain that people can lower insurance premiums by behaving in ways that show they pose a lower risk.

Identify the purposes of various types of insurance and warranties.

Explain how government programs provide a social safety net that protects an individual from an economic hardship created by unexpected events.

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).

Instruction includes how African Americans were impacted by the 1954 Brown v. Board of Education decision that overturned Plessy v. Ferguson.

Instruction includes the Triangular Trade and how this three-tiered system encouraged the use of slavery.

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.

Instruction includes different methods used by coalitions (i.e., freedom rides, wade-ins, sit-ins, boycotts, protests, marches, voter registration drives, media relations).

Instruction includes the March on Washington and its influence on public policy.

Instruction includes the establishment and efforts of the Freedman’s Bureau.

Instruction should include local people, organizations, historic sites, cemeteries, and events.

Instruction includes the harsh conditions in the Caribbean plantations (i.e., poor nutrition, rigorous labor, disease).

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).

Instruction includes the Exodusters and their influence on American culture.

Instruction includes the trades of slaves (e.g., musicians, healers, blacksmiths, carpenters, shoemakers, weavers, tailors, sawyers, hostlers, silversmiths, cobblers, wheelwrights, wigmakers, milliners, painters, coopers).

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.

Instruction includes the ramifications of the Dred Scott v. Sandford decision.

Instruction includes fraternal and sororal organizations.

Instruction includes percentages of African diaspora within the New World colonies.

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.

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).

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).

Instruction includes communities such as: Lincolnville (FL), Tullahassee (OK), Eatonville (FL).

Instruction includes how slavery among indigenous peoples of the Americas was utilized prior to and after European colonization.

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).

Instruction includes the ramifications of President Franklin D. Roosevelt’s New Deal (1933-1945) on African Americans.

Instruction includes the Virginia Code Regarding Slaves and Servants (1705).

Instruction includes debates over the westward expansion of slavery (e.g., Louisiana Purchase, Missouri Compromise, Wilmot Proviso, Compromise of 1850, Kansas-Nebraska Act).

Instruction includes the effects of the election of African Americans to national office (e.g., Oscar De Priest).

Instruction includes the leaders of the Underground Railroad (e.g., Harriet Tubman, Gerrit Smith, Levi Coffin, John Rankin family, William Lambert, William Still).

Instruction includes the Great Society’s influence on the African American experience.

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).

Instruction includes the concept of the headright system, including effects slave codes had on it.

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).

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).

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.

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).

Instruction includes the purpose and impact of Eli Whitney’s cotton gin.

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).

Instruction includes what made indentured servitude contracts a risky investment for colonists, based on economic and social factors.

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).

Instruction includes the history and development of slave codes in colonial North America including the John Punch case (1640).

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.

Instruction includes key events that occurred in Florida during the 19th century (e.g., Battle of Olustee).

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]).

Instruction includes the causes for the growth and development of slavery, primarily in the southern colonies.

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 NonViolent Coordinating Committee [SNCC], Black Panther Party [BPP], Highlander Folk School, religious institutions).

Instruction includes the Triangular Trade routes and the Middle Passage.

Instruction includes the role of black churches (e.g., African Methodist Episcopal [AME]).

Instruction includes the status of slaves, escaped slaves, and free blacks during the Civil War.

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]).

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.

Instruction includes specific headright settlers (i.e., Anthony Johnson, Mary Johnson).

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).

Instruction includes events and figures relating to society, economics and politics in Florida (e.g., Florida Supreme Court Justice Joseph W. Hatchett, 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).

Instruction includes how trading in slaves developed in African lands (e.g., Benin, Dahomey).

Instruction includes the events that led to the writing of the Civil Rights Act of 1964.

Instruction includes the role of Florida and larger Gulf Coast region in the War of 1812 as the British offered liberation to slaves.

Instruction includes the methods of escape and the routes taken by the conductors of the Underground Railroad.

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]).

Instruction includes significant musical styles created and performed by African American musicians.

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.

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).

Instruction includes leading advocates and arguments for civil rights (e.g., John Jay, Alexander Hamilton, Benjamin Rush).

Instruction includes the relationship between William Lloyd Garrison and Frederick Douglass and their respective approaches to abolition.

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.

Instruction includes the integration of the University of Florida.

Instruction includes landmark court cases affecting African Americans.

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).

Instruction includes how slavery was utilized in Asian cultures (e.g., Sumerian law code, Indian caste system).

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.

Instruction includes the evolution of Historically Black Colleges and Universities (HBCUs) to include land grant status and liberal arts studies.

Instruction includes how slavery was sustained in the Caribbean, Dutch Guiana and Brazil despite overwhelming death rates.

Instruction includes the Great Migration and its influence on American culture (e.g., political realignment and dealignment).

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).

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).

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]).

Instruction includes the English practice of enclosure and how it forced people to leave the lands causing them to be without work and homes.

Instruction includes the founding of Historically Black Colleges and Universities (HBCUs).

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.

Instruction includes how the Underground Railroad and the Abolitionist Movement assisted each other toward ending slavery.

Instruction includes the impact of Freedman’s Savings and Trust Company.

Instruction includes the influence of white and black political leaders who fought on behalf of African Americans in state and national legislatures and courts.

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).

Instruction includes the similarities between serfdom and slavery and emergence of the term “slave” in the experience of Slavs.

Instruction includes landmark United States Supreme Court Cases affecting African Americans (e.g., the Slaughter House cases, Yick Wo v. Hopkins, Plessy v. Ferguson).

Instruction includes different abolition groups and how they related to other causes (e.g., women’s suffrage, temperance movements).

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).

Instruction includes local individuals in civil rights movements.

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.

Instruction includes how Abraham Lincoln’s views on abolition evolved over time.

Instruction includes Oscar Micheaux’s films as an influential component of the modernera 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).

Instruction includes the relationship between the Abolitionist Movement involving the Quakers in both England and the United States.

Instruction includes key legislation (i.e., Civil Rights Act of 1957, 1960, 1964, 1967 and 1972 Title VII, Voting Rights Act of 1965).

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).

Instruction includes examining the roles and efforts of black nurses, soldiers, spies, scouts, and slaves during the Civil War.

Instruction includes the regions where cotton was produced.

Instruction includes how slave codes resulted in an enslaved person becoming property with no rights.

Instruction includes key figures and actions made within the Quaker abolition efforts in North Carolina.

Instruction includes the varied experiences of Africans in the United States.

Instruction includes the efforts in the creation of the 13th Amendment.

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).

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).

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).

Instruction includes the Constitutional provision regarding fugitive persons.

Instruction includes the significant roles of African Americans in the armed forces (e.g., 54thMassachusetts Volunteer Infantry, 13th U.S. Colored Troops, Buffalo Soldiers, Sgt. William Carney, Pvt. Cathay Williams, Harriet Tubman).

Instruction includes the contributions of key figures (e.g., Crispus Attucks, Salem Poor, Jean Baptiste Point du Sable, Lemuel Haynes, Phillis Wheatly, Richard Allen, James Armistead Lafayette).

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).

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).

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).

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]).

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.

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).

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).

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]).

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).

Instruction includes local court cases impacting equal educational opportunities for African Americans.

Instruction includes the political issues regarding slavery that were addressed in the Northwest Ordinance of 1787.

Instruction includes the causes and consequences of England’s forced child migration to the colonies.

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).

Instruction includes how African men, both enslaved and free, participated in the Continental Army (e.g., 1st Rhode Island Regiment, Haitian soldiers).

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?).

Instruction includes both judicial and legislative actions during the colonial period.

Instruction includes how the demand for slave labor resulted in a large, forced migration.

Instruction includes how the use of pamphlets assisted the Quakers in their abolitionist efforts.

Instruction includes how the Jamestown Colony did not stabilize until the introduction of women.

Instruction includes the consequences of Lord Dunmore’s actions in 1775, while serving as Royal Governor of Virginia.

Instruction includes the Double Duty Dollar Campaign as an economic movement to encourage community self-sufficiency.

Instruction includes the variety of locations slaves worked (e.g., homes, farms, on board ships, shipbuilding industry).

Instruction includes how the South tried to prevent slaves from escaping and their efforts to end the Underground Railroad.

Examine the causes, courses, and consequences of the slave trade in the colonies from 1609-1776.

Examine the condition of slavery as it existed in Africa, Asia, the Americas, and Europe prior to 1619.

Evaluate efforts by groups to limit the expansion of race-based slavery in Colonial America.

Examine different events in which Africans resisted slavery.

Examine the significance of “Ladinos” (Africans, Atlantic creoles) and Spanish explorers who laid claim to “La Florida.”

Analyze the development of labor systems using indentured servitude contracts with English settlers and Africans early in Jamestown, Virginia.

Analyze the reciprocal roles of the Triangular Trade routes between Africa and the western hemisphere, Africa and Europe, and Europe and the western hemisphere.

Examine the development of slavery and describe the conditions for Africans during their passage to America.

Explain the significance of England sending convicts, vagabonds, and children to the colonies.

Describe the harsh conditions in the Virginia Colony.

Compare the living conditions of slaves in British North American colonies, the Caribbean, Central America, and South America, including infant mortality rates.

Analyze the headright system in Jamestown, Virginia, and other southern colonies.

Evaluate how conditions for Africans changed in colonial North America from 1619-1776.

Analyze events that involved or affected African descendants and changed the American economic, political, and social landscapes between 1776-1865.

Describe the contributions of Africans to society, science, poetry, politics, oratory, literature, music, dance, Christianity, and exploration in the United States from 1776-1865.

Evaluate the Abolitionist Movement and its leaders and how they contributed in different ways to eliminate slavery.

Describe the impact The Society of Friends had on the abolition of slavery.

Explain how the Underground Railroad and its conductors successfully relocated slaves to free states and Canada.

Explain how the rise of cash crops accelerated the growth of the domestic slave trade in the United States.

Compare the actions of Nat Turner, John Brown and Frederick Douglass and the direct responses to their efforts to end slavery.

Describe the effects produced by asylum offered to slaves by Spanish Florida.

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.

Explain how slave codes were strengthened in response to Africans’ resistance to slavery.

Compare the influences of individuals and groups on social and political developments during the Early National Period.

Examine political actions of the Continental Congress regarding the practice of slavery.

Examine how federal and state laws shaped the lives and rights for enslaved and free Africans in the 18th and 19th centuries.

Analyze the provisions under the Articles of Confederation and the Constitution regarding slavery.

Analyze the contributions of founding principles of liberty, justice, and equality in the quest to end slavery.

Examine the range and variety of specialized roles performed by slaves.

Explain how early abolitionist movements advocated for the civil rights of Africans in America.

Identify significant events, figures and contributions that shaped African American life from 1865-1954.

Analyze the changing social and economic roles of African Americans during the Civil War and the Exodus of 1879.

Describe the Harlem Renaissance and examine contributions from African American artists, musicians and writers and their lasting influence on American culture.

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.

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.

Explain how WWII was an impetus for the modern Civil Rights Movement.

Examine key figures and events from Florida that affected African Americans.

Examine social contributions of African Americans post-Civil War.

Examine the importance of sacrifices, contributions, and experiences of African Americans during wartime from the Spanish-American War through the Korean War.

Evaluate the relationship of various ethnic groups to African Americans’ access to rights, privileges, and liberties in the United States.

Explain the struggles faced by African American women in the 19th century as it relates to issues of suffrage, business, and access to education.

Describe the emergence, growth, destruction, and rebuilding of black communities during Reconstruction and beyond.

Examine economic developments of and for African Americans post-WWI, including the spending power and the development of black businesses and innovations.

Examine political developments of and for African Americans in the postWWI period.

Examine the various factors that led to and the consequences of the Great Migration.

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.

Analyze the influences and contributions of African American musical pioneers.

Identify key legislation and the politicians and political figures who advanced American equality and representative democracy.

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).

Analyze economic, political, legal, and social experiences of African Americans and their contributions and sacrifices to American life from 1960 to present.

Examine key events and persons related to society, economics, and politics in Florida as they influenced African American experiences.

Analyze the influence and contributions of African Americans to film.

Examine the importance of sacrifices, contributions, and experiences of African Americans during military service from 1954 to present.

Analyze the course, consequence, and influence of the modern Civil Rights Movement.

Compare differing organizational approaches to achieving equality in America.

Examine organizational approaches to resisting equality in America.

Explain the struggles and successes for access to equal educational opportunities for African Americans.

Analyze the contributions of African Americans to the fields of science, technology, engineering, and mathematics.

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).

Use research and inquiry skills to analyze American history using primary and secondary sources.

Describe the importance of historiography, which includes how historical knowledge is obtained and transmitted, when interpreting events in history.

Utilize a variety of primary and secondary sources to identify author, historical significance, audience, and authenticity to understand a historical period.

Utilize timelines to identify the time sequence of historical data.

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.

Evaluate the validity, reliability, bias and authenticity of current events, and Internet resources.

Use case studies to explore social, political, legal, and economic relationships in history.

Describe various socio-cultural aspects of American life including arts, artifacts, literature, education, and publications.

Understand the causes, course and consequences of the Civil War and Reconstruction and its effects on the American people.

Review causes and consequences of the Civil War.

Assess the influence of significant people or groups on Reconstruction.

Describe the issues that divided Republicans during the early Reconstruction era.

Distinguish the freedoms guaranteed to African Americans and other groups with the 13th, 14th, and 15th Amendments to the Constitution.

Assess how Jim Crow Laws influenced life for African Americans and other racial or ethnic minority groups.

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.

Review the Native American experience.

Analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution.

Analyze the economic challenges to American farmers and farmers' responses to these challenges in the mid to late 1800s.

Review different economic and philosophic ideologies.

Analyze the impact of political machines in United States cities in the late 19th and early 20th centuries.

Compare how different nongovernmental organizations and progressives worked to shape public policy, restore economic opportunities, and correct injustices in American life.

Examine key events and peoples in Florida history as they relate to United States history.

Examine the social, political, and economic causes, course, and consequences of the second Industrial Revolution that began in the late 19th century.

Compare the first and second Industrial Revolutions in the United States.

Determine how the development of steel, oil, transportation, communication, and business practices affected the United States economy.

Identify significant inventors of the Industrial Revolution including African Americans and women.

Analyze changes that occurred as the United States shifted from agrarian to an industrial society.

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).

Examine the importance of social change and reform in the late 19th and early 20th centuries (e.g., class system, migration from farms to cities, Social Gospel movement, role of settlement houses and churches in providing services to the poor).

Examine causes, course, and consequences of the labor movement in the late 19th and early 20th centuries.

Demonstrate an understanding of the changing role of the United States in world affairs through the end of World War I.

Analyze the major factors that drove United States imperialism.

Examine the provisions of the Treaty of Versailles and the failure of the United States to support the League of Nations.

Examine key events and peoples in Florida history as they relate to United States history.

Explain the motives of the United States acquisition of the territories.

Examine causes, course, and consequences of the Spanish American War.

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.

Examine causes, course, and consequences of United States involvement in World War I.

Examine how the United States government prepared the nation for war with war measures (i.e., Selective Service Act, War Industries Board, war bonds, Espionage Act, Sedition Act, Committee of Public Information).

Examine the impact of airplanes, battleships, new weaponry, and chemical warfare in creating new war strategies (e.g., trench warfare, convoys).

Compare the experiences Americans (i.e., African Americans, Hispanics, Asians, women, conscientious objectors) had while serving in Europe.

Compare how the war impacted European Americans, Asian Americans, African Americans, Hispanic Americans, Jewish Americans, Native Americans, Pacific Islanders, women, and dissenters in the United States.

Analyze the effects of the changing social, political and economic conditions of the Roaring Twenties and the Great Depression.

Discuss the economic outcomes of demobilization.

Analyze support for and resistance to civil rights for women, African Americans, Native Americans, and other minority groups.

Examine causes, course and consequences of the Great Depression and the New Deal.

Examine key events and people in Florida history as they relate to United States history.

Explain the causes of the public reaction (e.g., Sacco and Vanzetti, labor, racial unrest) associated with the Red Scare.

Examine the impact of United States foreign economic policy during the 1920s.

Evaluate how the economic boom during the Roaring Twenties changed consumers, businesses, manufacturing, and marketing practices.

Describe efforts by the United States and other world powers to avoid future wars.

Analyze the influence that Hollywood, the Harlem Renaissance, the Fundamentalist movement, and prohibition had in changing American society in the 1920s.

Examine the freedom movements that advocated civil rights for African Americans, Latinos, Asians, and women.

Compare the views of Booker T. Washington, W.E.B. DuBois and Marcus Garvey relating to the African American experience.

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.

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 postwar world.

Examine causes, course, and consequences of World War II on the United States and the world.

Examine causes, course, and consequences of the early years of the Cold War (i.e., Truman Doctrine, Marshall Plan, NATO, Warsaw Pact).

Examine the controversy surrounding the proliferation of nuclear technology in the United States and the world.

Examine causes, course, and consequences of the Korean War.

Analyze significant foreign policy events during the Truman, Eisenhower, Kennedy, Johnson, and Nixon administrations.

Analyze causes, course, and consequences of the Vietnam War.

Examine key events and peoples in Florida history as they relate to United States history.

Describe the United States’ response in the early years of World War II (e.g., Neutrality Acts, Cash and Carry, Lend Lease Act).

Analyze the impact of the Holocaust during World War II on Jews as well as other groups.

Examine efforts to expand or contract rights for various populations during World War II.

Explain the impact of World War II on domestic government policy including, but not limited to, rationing and the forced internment of Japanese Americans.

Analyze the use of atomic weapons during World War II and the aftermath of the bombings.

Describe the attempts to promote international justice through the Nuremberg Trials.

Analyze the effects of the Red Scare on domestic United States policy.

Describe the rationale for the formation of the United Nations, including the contribution of Mary McLeod Bethune.

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.

Identify causes for Post-World War II prosperity and its effects on American society.

Analyze the significance of Vietnam and Watergate on the government and people of the United States.

Analyze the foreign policy of the United States as it relates to Africa, Asia, the Caribbean, Latin America, and the Middle East.

Analyze political, economic, and social concerns that emerged at the end of the 20th century and into the 21st century.

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.

Review the role of the United States as a participant in the global economy (e.g., trade agreements, international competition, impact on American labor, environmental concerns).

Analyze the effects of foreign and domestic terrorism on the American people.

Examine changes in immigration policy and attitudes toward immigration since 1950.

Analyze the contributions of African Americans, Native Americans and other minority groups in shaping politics, economy, culture, and society of the United States.

Examine key events and key people in Florida history as they relate to United States history.

Compare the relative prosperity between different ethnic groups and social classes in the post-World War II period.

Examine the changing status of women in the United States from post-World War II to present.

Evaluate the success of 1960s era presidents' foreign and domestic policies.

Compare nonviolent and violent approaches utilized by groups (e.g., African Americans, women, Native Americans, Hispanics) to achieve civil rights.

Assess key figures and organizations in shaping the Civil Rights Movement and Black Power Movement.

Assess the building of coalitions between African Americans, whites, and other groups in achieving integration and equal rights.

Analyze significant Supreme Court decisions relating to integration, busing, affirmative action, the rights of the accused and reproductive rights.

Examine the similarities of social movements (e.g., Native Americans, Hispanics, women, anti-war protesters) of the 1960s and 1970s.

Students will discuss the historical impact of political communication on American political process and public opinion.

Students will explain the ways in which first responders (including, but not limited to, police officers, firefighters, and paramedics) and civilians were involved in the rescue and recovery of victims of the September 11, 2001, attacks.

Students will analyze the role of the legislative branch in terms of its relationship with the judicial and executive branch of the government.

Students will examine the rationale for government-imposed restrictions on rights (e.g., inciting a crime, campaign contributions, defamation, military secrets).

Students will discuss the strengths and weaknesses of different methods of political communication.

Students will describe what Article III of the U.S. Constitution states about the relationship between state and federal courts.

Students will discuss attempts to increase voter turnout (e.g., get out the vote campaigns, social movements).

Students will identify the role of state governmental officials and employees who affect the daily lives of citizens.

Students will compare global responses to terrorism following the events of September 11, 2001 (e.g., United Nations Security Council Resolution 1368, North Atlantic Treaty Article 5).

Students will explain the role of the U.S. Constitution in interpreting law at the state and national levels.

Students will explain the process used by judges at the state and national levels when making a decision or writing summary opinions.

Students will examine the role the Great Compromise had on the eventual establishment of a federal system of fifty equal states.

Students will describe the advantages and disadvantages of delegating power to independent regulatory agencies.

Students will recognize the role of the Federal Judiciary Act of 1789 in establishing the structure and jurisdiction of the federal court system.

Students will recognize terrorism as being politically or ideologically driven acts of violence.

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.

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).

Students will describe the role of the Supreme Court in further defining the safeguards and limits of constitutional rights.

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.

Students will examine the role of the executive branch in terms of its relationship with the judicial and legislative branches of the government.

Students will analyze acts of terrorism that occurred prior to and following the attacks on September 11, 2001 (e.g., Oklahoma City Bombing, Air India Flight 182, 1998 U.S. Embassy Bombings, Camp Speicher Massacre).

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).

Students will compare and contrast the different ways in which elections are decided (e.g., Electoral College, proportional representation, popular vote, winner-take-all).

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).

Students will describe how the methods used by political officials to communicate with the public has changed over time.

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.

Students will identify independent regulatory agencies (e.g., Federal Communications Commission, Federal Election Commission, National Labor Relations Board) and explain their purpose and effect.

Students will explain the advantages and disadvantages of how nongovernmental organizations (NGOs) influence foreign policy (e.g., Red Cross, American Woman Suffrage Association, Amnesty International).

Students will compare the decision-making process of judges compared to other political figures.

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).

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).

Students will analyze public policy solutions related to local, state, and national issues.

Students will describe the powers delegated to the courts by Article III including, but not limited to, treason, jurisdiction and trial by jury.

Students will identify the individual rights protected by the U.S. Constitution, the Bill of Rights, and other constitutional amendments.

Students will explain how reserved powers define issues as matters for the people or the state governments.

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 sea beds, civil rights).

Students will explain how U.S. trade policy influences its relationships with other nations (e.g., China, Saudi Arabia).

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).

Students will analyze how environmental and financial policies place limitations on citizens and private industry for the public good.

Students will explain how the use of embargos and economic sanctions by the United States has affected other nations (e.g., Cuba, Iran, Syria).

Students will explain trends in voter turnout.

Students will identify and describe the “enumerated powers” delegated to Congress (e.g., assess taxes, borrow money, declare war, make laws).

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.

Students will identify the different primary formats and how political parties nominate candidates using primaries.

Students will examine the dangers of government-imposed restrictions on rights (e.g., restricting the right to free speech, restricting the right to peaceably assemble).

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).

Students will identify the role of national governmental officials and employees who affect the daily lives of citizens.

Students will analyze historic examples of governing systems (e.g., communism and totalitarianism) and actions that conflict with the principles of freedom and democracy (e.g., Mao Zedong and the Cultural Revolution, Stalin and the Soviet System, Fidel Castro and the Cuban Revolution, Vladimir Lenin and the Russian Revolution, Pol Pot and the Khmer Rouge, Nicolás Maduro and the Chavismo movement).

Students will explain the origins of the Republican and Democratic political parties and evaluate their roles in shaping public policy.

Students will identify various forms of propaganda (e.g., plain folks, glittering generalities, testimonial, fear, logical fallacies).

Students will explain the outcomes of landmark Supreme Court cases related to the Bill of Rights and other amendments.

Students will identify various responsibilities held by citizens (e.g., voting, volunteering and being informed, respecting laws).

Students will identify how authoritarian regimes victimize their citizens through restricting individual rights resulting in poverty, starvation, migration, systemic lethal violence, and suppression of speech.

Students will identify historical examples of citizens achieving or preventing political and social change through civic engagement (e.g., the Abolitionist Movement).

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.

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.

Students will identify historical examples of political and civic participation (e.g., Civil Rights Movement, Women’s Suffrage Movement).

Students will explain the ways in which humanitarian, charitable and volunteer aid following the events of September 11, 2001, reflect the principles of civic responsibility, civic virtue and the common good.

Students will explain how the policies of other nations influence U.S. policy and society.

Students will discuss appropriate methods of communication with public officials (e.g., corresponding, attending public meetings, requesting a meeting, and providing information).

Students will explain the role founding documents, such as the Declaration of Independence and the Constitution, had in setting precedent for the future granting of rights.

Students will differentiate between economic systems (e.g., capitalism, communism, mixed market, socialism).

Students will identify the methods for determining the number of members in the House of Representatives and the Senate.

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).

Students will examine the role of district courts, the courts of appeals and the Supreme Court in the judicial review process.

Students will examine the relationship and responsibilities of both the state and national governments regarding these public issues.

Students will explain how the methods of political communication has changed over time (e.g., television, radio, press, social media).

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).

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).

Students will identify that expressed powers are also known as enumerated powers found in Article I of the U.S. Constitution.

Students will distinguish the qualifications needed for a judge at the state or federal level versus other elected officials.

Students will explain how government at all levels impacts the daily lives of citizens.

Students will identify historical examples of government-imposed restrictions on rights (e.g., General Orders No. 141, Executive Order 9066, USA PATRIOT Act, Homeland Security Act, Schenck v. United States, suspension of habeas corpus, rationing during wartime and limitations on speech).

Students will explain the qualifications one must have to seek the office of president and the process of presidential elections.

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.

Students will compare the reporting on the same political event or issue from multiple perspectives.

Students will participate in classroom activities that simulate exercising the responsibilities of citizenship.

Students will analyze how the heroic actions of passengers on United Airlines Flight 93 reflect the principles of liberty and the responsibilities of citizenship.

Students will identify historical examples of interest groups, media and individuals influencing public policy.

Students will explain the concept of federalism as it applies to each issue.

Students will compare the ways state and federal judges are appointed compared to other elected officials.

Students will describe the impeachment process.

Students will identify agencies of the U.S. government that contribute to its foreign policy agenda (e.g., National Security Agency, Central Intelligence Agency).

Students will explain the U.S. response to international conflicts.

Students will evaluate the role of debates in elections.

Students will identify local government officials and employees who affect the daily lives of citizens.

Students will explain the process by which candidates register to be part of state and national elections.

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).

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).

Students will objectively discuss current public issues in Florida and use both the U.S. and Florida Constitutions to justify pro and con positions.

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).

Students will explain the foundational constitutional issues underlying landmark Supreme Court decisions related to the Bill of Rights and other amendments.

Students will examine the role of the judicial branch in terms of its relationship with the legislative and executive branches of the government.

Students will incorporate language from the U.S. Constitution or court briefs to justify a legal decision when interpreting state or national law.

Students will analyze the role of the “general welfare clause” and “necessary and proper clause” in granting Congress implied powers.

Students will identify examples of the powers reserved and shared among state and the national governments in the American federal system of government.

Students will identify the differences between civil trials and criminal trials at the state level.

Students will describe the relationship among the Supreme Court, federal appellate courts, and federal district courts.

Students will explain what Articles II and III say about judicial tenure, appointment, and salaries.

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).

Students will describe the timeline of events on September 11, 2001, including the attacks on the World Trade Center, the Pentagon, and United Airlines Flight 93.

Students will discuss various ways in which U.S. citizens can exercise political and civic participation.

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.

Students will analyze government actions that attempt to balance national security with civil liberties (e.g., General Orders No. 141, Executive Order 9066, USA PATRIOT Act, Homeland Security Act).

Students will compare the roles of expressed, implied, concurrent, and reserved powers in United States’ federalism.

Students will identify powers that are expressed in the U.S. Constitution to Congress (e.g., coin money, declare war, assess taxes, citizenship).

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; Hazelwood v. Kuhlmeier; District of Columbia v. Heller; Schenck v. United States; Brandenburg v. Ohio; Students for Fair Admissions, Inc. v. President and Fellows of Harvard College).

Students will describe the role of the Supreme Court and inferior federal courts.

Students will differentiate between government systems (e.g., autocracy, democracy, monarchy, oligarchy republic, theocracy).

Demonstrate an understanding of the origins and purposes of government, law, and the American political system.

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.

Explain the influence of Enlightenment ideas on the Declaration of Independence.

Explain arguments presented in the Federalist Papers in support of ratifying the U.S. Constitution and a republican form of government.

Analyze how the ideals and principles expressed in the founding documents shape America as a constitutional republic.

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.

Evaluate the roles, rights, and responsibilities of United States citizens and determine methods of active participation in society, government, and the political system.

Explain the constitutional provisions that establish and affect citizenship.

Analyze factors that contribute to voter turnout in local, state, and national elections.

Evaluate political communication for bias, factual accuracy, omission, and emotional appeal.

Explain how interest groups, the media and public opinion influence local, state, and national decision-making related to public issues.

Analyze the influence and effects of various forms of media and the internet in political communication.

Explain the importance of political and civic participation to the success of the United States’ constitutional republic.

Explain the responsibilities of citizens at the local, state, and national levels.

Evaluate, take, and defend objective, evidence-based positions on issues that cause the government to balance the interests of individuals with the public good.

Analyze contemporary and historical examples of government-imposed restrictions on rights.

Explain how the principles contained in foundational documents contributed to the expansion of civil rights and liberties over time.

Analyze the impact of civic engagement as a means of preserving or reforming institutions.

Explain the impact of political parties, interest groups, media, and individuals on determining and shaping public policy.

Explain the process and procedures of elections at the state and national levels.

Demonstrate an understanding of the principles, functions, and organization of government.

Analyze how certain political ideologies conflict with the principles of freedom and democracy.

Analyze the levels and responsibilities of state and federal courts.

Evaluate how landmark Supreme Court decisions affect law, liberty, and the interpretation of the U.S. Constitution.

Analyze the concept of federalism in the United States and its role in establishing the relationship between the state and national governments.

Explain how issues between Florida, other states and the national government are resolved.

Explain the judicial decision-making process in interpreting law at the state and national levels.

Explain how citizens are affected by the local, state, and national governments.

Explain how the U.S. Constitution safeguards and limits individual rights.

Analyze the structures, functions and processes of the legislative branch as described in Article I of the U.S. Constitution.

Analyze the structures, functions and processes of the executive branch as described in Article II of the U.S. Constitution.

Describe how independent regulatory agencies interact with the three branches of government and with citizens.

Explain expressed, implied, concurrent, and reserved powers in the U.S. Constitution.

Analyze the structures, functions and processes of the judicial branch as described in Article III of the U.S. Constitution.

Describe the purpose and function of judicial review in the American constitutional government.

Compare the role of state and federal judges with other elected officials.

Demonstrate an understanding of contemporary issues in world affairs, and evaluate the role and impact of United States foreign policy.

Analyze how liberty and economic freedom generate broad-based opportunity and prosperity in the United States.

Explain how the United States uses foreign policy to influence other nations.

Explain how U.S. foreign policy supports democratic principles and protects human rights around the world.

Identify indicators of democratization in foreign countries.

Analyze the ways in which the United States and the world responded to the significant events of September 11, 2001.

Students will differentiate the rights held by native-born citizens, permanent residents, and naturalized citizens (e.g., running for public office).

Students will compare birthright citizenship, permanent residency, and naturalization I the United States.

Students will explain how the concept of citizenship in the United Stats has changed over the course of history (i.e., 13th, 14th, 15th, and 19th Amendments).

Students will describe compromises made during the Constitutional Convention (e.g., the Great Compromise, the Three-Fifths Compromise, the Electoral College).

Students will differentiate between republicanism and democracy, and discuss how the United States reflects both.

Students will explain how the structure and function of the U.S. government reflects these political principles.

Students will identify key individuals who contributed to the founding documents (e.g., Thomas Jefferson, Alexander Hamilton, John Jay, James Madison, George Mason).

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.

Students will evaluate how the documents are connected to one another.

Students will differentiate among the documents and determine how each one was individually significant to the founding of the United States.

Students will analyze Federalist and Anti-Federalist arguments concerning ratification of the U.S. Constitution and inclusion of a bill of rights.

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.

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.

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.

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.

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)).

Instruction includes understanding that employers may check a prospective employee’s digital footprint as part of the hiring process.

Instruction includes understanding a credit score and what it indicates about a borrower.

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.

Instruction includes formally (using tax tables) and informally (estimating) calculating taxes.

Instruction includes giving specific examples of how online transactions, online banking, email frauds, and telemarketing calls can make consumers vulnerable to identity theft.

Instruction includes understanding multiple types of insurance: health, disability, longterm care, travel, auto, renter, life, homeowner, and property and casualty.

Instruction includes understanding various investment applications (mobile applications) that may be used to hold investment accounts.

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.

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.

Instruction includes understanding that budgets can be developed using paper, digital spreadsheets, websites, mobile phone applications, or using other financial applications.

Instruction includes the benefits and drawbacks of saving and spending in various situations.

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.

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.

Instruction includes understanding the impact of filing for bankruptcy on an individual’s credit report.

Instruction includes identifying scholarships and grants for which an individual student may be eligible.

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)).

Instruction includes understanding how owning a small business can be a person’s primary career or can supplement income from other sources.

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.

Instruction includes identifying the costs and benefits associated with using different credit counseling services.

Instruction includes understanding that insurance companies allow the risk of loss to be spread amongst all policyholders.

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.

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.

Instruction includes the tax implications of being an entrepreneur such as the self-employment tax.

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.

Instruction includes the comparison of consumer decisions to purchase a similar item.

Instruction includes the barriers people may face when investing in education and training.

Instruction includes discussing why people make a down payment and why lenders may consider loans made with a down payment to have less risk.

Instruction includes understanding the impact to one’s taxes from receiving an inheritance.

Instruction includes understanding how taxes on interest reduce the incentive for people to save.

Instruction includes comparing the unemployment rates of workers with different levels of education.

Instruction includes understanding the possible negative impacts of low-rate introductory credit offers on consumers.

Instruction emphasizes that contracts are legally binding and breaking a contract may have consequences.

Instruction includes describing the conditions under which individuals should and should not disclose their Social Security number, account numbers, or other sensitive personal information.

Instruction includes understanding how an extended warranty on a consumer product is a type of supplemental insurance.

Instruction includes how changing and emerging technologies may impact the unemployment rate.

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.

Instruction includes the identification of the use of specific tax revenues.

Instruction includes explaining why the consumer should consider a product’s durability and maintenance costs prior to the purchase of goods.

Instruction includes the major types of taxes: income, payroll, property, and sales tax.

Instruction includes recommending actions a victim of identity theft should take to limit losses and restore personal security.

Instruction includes understanding reasons for the use of digital currency: financial privacy concerns, international payments, the ability to execute smart contracts, and speculation.

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.

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.

Instruction includes the variance of wages or salaries among workers in different types of jobs and among workers in the same jobs.

Instruction includes describing problems that can occur when an individual is a victim of identity theft.

Instruction includes understanding why savers should expect a higher nominal interest rate when inflation is expected to be high.

Instruction includes evaluating the benefits and costs of entrepreneurship.

Instruction includes discussing how a recession may impact the unemployment rate.

Instruction includes understanding that the real interest rate is calculated as the nominal interest rate minus the rate of inflation.

Instruction includes understanding unsecured versus secured credit cards.

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.

Instruction includes estate planning: preparing wills and living wills, power of attorney documents and trusts, and estate tax planning for larger estates.

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.

Instruction includes understanding the differences between interest, dividends, and capital gains.

Instruction includes tax rates on earned income, interest, and capital gains.

Instruction includes understanding how a change in economic growth might change the value of a stock held by an investor.

Instruction includes the analysis of correct and incorrect and relevant and irrelevant information to inform financial decisions.

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.

Instruction includes understanding self-insurance and the practice of having an emergency fund.

Instruction includes understanding that credit report errors may increase the cost of credit.

Instruction includes understanding that credit bureaus record borrowers’ credit and payment histories, and provide that information to lenders in credit reports.

Instruction includes developing budgets with fixed and variable expenses, unexpected expenses (including emergency funds), and savings.

Instruction includes understanding the process and importance of completing the Free Application for Federal Student Aid (FAFSA).

Instruction includes types of goods that are subject to sales taxes and those that are exempt.

Instruction includes understanding why a financial advisor might encourage a client to include stocks, bonds, and real estate assets in his or her portfolio.

Instruction includes creating a detailed plan for an inheritance.

Instruction includes understanding lending laws: provision of full disclosure of credit terms, discriminatory lending practices, abusive marketing practices, and debt collection.

Instruction includes understanding the difference when taxes are paid with a traditional IRA versus a Roth IRA.

Instruction includes understanding factors related to mortgage lending: down payment, fixed vs. variable rates, and insurance requirements.

Instruction includes discussing the difference between trusts and wills.

Instruction includes understanding how matches of retirement savings by employers may change the incentives for employees to save.

Instruction includes discussing tax implications of each type of investment.

Instruction includes the identification of the governmental agency that receives tax revenue for a specific tax.

Instruction includes understanding the different ways retailers express the prices of their products.

Instruction includes credit unions, commercial banks, traditional banks, and online banks.

Instruction includes understanding the long-term costs of student loans such as accrued interest during periods of deferment or forbearance.

Instruction includes students working in collaborative groups to discuss various scenarios in which information may have been influential to financial decision-making.

Instruction includes the effect of present bias on financial decision-making.

Instruction includes the different aspects of a loan application, which include its basic requirements, limits, and credit check.

Instruction includes understanding Parent Loan for Undergraduate Students (PLUS) loans, private student loans, direct subsidized loans, and direct unsubsidized loans.

Instruction includes online banking, minimum balance requirements, monthly fees, overdraft penalties, and interest rates.

Instruction includes analyzing the advantages and disadvantages of each account that holds an investment.

Instruction includes the functions of each account (checking, savings, money markets, and certificates of deposit (CDs)), and the advantages and disadvantages of each.

Instruction includes comparing the benefits, costs, and the return on investment of a college education to those of a technical school.

Instruction includes the importance of worker productivity to businesses and why a business may decide to pay workers differently depending on their productivity.

Instruction includes factors that potentially lower insurance rates such as taking a safedriving course to lower auto insurance cost or lower health insurance premiums for non-smokers.

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.

Instruction includes understanding that an inheritance is money or assets a person has been bequeathed when someone passes.

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.

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.

Instruction includes how societal values impact personal financial decisions.

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.

Instruction includes understanding the after-tax rate of return of an investment.

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.

Instruction includes the motivating factors for a bank offering low-rate introductory credit offers.

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.

Instruction includes how prices of financial investments can adjust when given specific news about a company’s or industry’s future profitability.

Instruction includes identifying the roles and characteristics of an entrepreneur and understanding that taking on risk is an implicit part of being an entrepreneur.

Instruction includes understanding why a borrower who has made a down payment has an incentive to repay a loan or make payments on time.

Instruction includes various career pathways including those that do not require college attendance.

Instruction includes understanding that workers’ compensation is a governmentmandated program that provides benefits to workers that become injured or ill on a job or because of the job.

Instruction includes identifying state and federal agencies regulating personal finance.

Instruction includes understanding why calculating one’s taxes may differ from the government’s calculations.

Instruction includes common contracts such as cell phone plans, leases of apartments or homes, car leases, car purchases, and mortgages.

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.

Instruction includes understanding how the portfolio of a retiree might differ from that of a young, single person.

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.

Instruction includes understanding that having insurance may result in the policyholder taking more risks.

Instruction includes understanding the relationship between the amount of information gathered and the benefits and costs of gathering the information.

Instruction includes understanding state and federal laws concerning personal finance.

Instruction includes understanding the different components of an account, such as the routing number and the account number.

Instruction includes understanding the motivating factors for being self-employed or working as an independent contractor in the “gig” economy.

Instruction includes understanding how traditional IRAs (individual retirement accounts), Roth IRAs, and educational savings accounts provide incentives for people to save.

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)).

Instruction includes understanding that states, counties, and municipalities may have different tax rates and taxes.

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.

Instruction includes understanding the potential effects on premium costs if in an emergency fund.

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.

Instruction includes the ways that an individual can earn income: full-time employee, part-time employee, self-employment, investment, or passive income.

Instruction includes biases such as loss aversion, the endowment effect, herd mentality, anchoring, and present bias.

Instruction includes how values may vary from person to person.

Instruction includes understanding the process for opening and managing a bank account.

Instruction includes comparing the coverage and costs of hypothetical plans for a set of scenarios utilizing various types of insurance.

Instruction emphasizes that users may be entering into a contract when agreeing to terms and conditions on webpages or applications.

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.

Instruction includes understanding that local taxes are dedicated to a particular use, such as schools or local infrastructure projects.

Instruction includes understanding why homeowners’ insurance is required by a lender when a homeowner takes out a mortgage.

Instruction includes the identification of various payroll taxes and withholdings (e.g., Social Security, Medicare, federal withholding, etc.).

Instruction includes the identification of non-income factors and the importance of these factors as compared to potential income.

Identify and compare the different means and risks of saving and investing money, including the impact of inflation, and interest rates.

Describe the different types of accounts and financial products offered through banking institutions.

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.

Compare and contrast the characteristics of the various accounts and services offered by depository institutions.

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.

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.

Describe how inflation reduces the value of money.

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.

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.

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.

Describe government policies that create incentives and disincentives for people to save.

Identify and analyze the benefits, risks, associated fees, and laws that consumers should consider when choosing to buy on credit.

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.

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.

Explain that consumers who have difficulty repaying debt can seek assistance through credit counseling services and by negotiating directly with creditors.

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.

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.

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.

Explain that consumers are entitled to a free copy of their credit report annually.

Analyze how postsecondary education can be financed through a combination of scholarships, grants, and other financial aid (e.g., Bright Futures, workstudy, student loans, and savings).

Compare different types of student loans and understand how to complete a student loan application.

Explain why banks and financial institutions sometimes compete by offering credit at low introductory rates.

Explain that loans can be unsecured or secured with collateral.

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.

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.

Demonstrate an understanding of completing a loan application.

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.

Analyze the costs and benefits associated with credit cards.

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: 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.

Identify and analyze the means, types and risks of financial investing including personal and societal influences and the government’s role in regulating investments.

Understand the fundamental concepts relevant to the development of a market economy.

Identify the factors of production and why they are necessary for the production of goods and services.

Explain the use of fiscal policy (e.g., taxation, spending) to promote price stability, full employment, and economic growth.

Explain how the Federal Reserve uses the tools of monetary policy (e.g., discount rate, reserve requirement, open market operations) to promote price stability, full employment, and economic growth.

Examine the four phases of the business cycle (i.e., peak, contraction - unemployment, trough, expansion - inflation).

Explain the basic functions and characteristics of money, and describe the composition of the money supply in the United States.

Compare credit, savings, and investment services available to the consumer from financial institutions.

Describe the risk and return profiles of various investment vehicles and the importance of diversification.

Construct a one-year budget plan for a specific career path including expenses and construction of a credit plan for purchasing a major item.

Analyze production possibilities curves to explain choice, scarcity, and opportunity costs.

Compare how the various economic systems (i.e., traditional, market, command, mixed) answer the questions: (1) What to produce? (2) How to produce? and (3) For whom to produce?

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 marketplace.

Compare different forms of business organizations.

Compare the basic characteristics of the four market structures (i.e., monopoly, oligopoly, monopolistic competition, pure competition).

Graph and explain how firms determine price and output through marginal cost analysis.

Explain ways firms engage in price and nonprice competition.

Describe how the earnings of workers are determined.

Understand the fundamental concepts relevant to the institutions, structure, and functions of a national economy.

Identify and explain broad economic goals.

Describe the organization and functions of the Federal Reserve System.

Assess the economic impact of negative and positive externalities on the local, state, and national environment.

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.

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.

Research contributions of entrepreneurs, inventors, and other key individuals from various demographic backgrounds in the development of the United States.

Diagram and explain the problems that occur when government institutes wage and price controls, and explain the rationale for these controls.

Analyze how capital investments may impact productivity and economic growth.

Examine the benefits of natural monopolies and the purposes of government regulation of these monopolies.

Identify the impact of inflation on society.

Differentiate between direct and indirect taxes, and describe the progressivity of taxes (i.e., progressive, proportional, regressive).

Analyze how changes in federal spending and taxation affect budget deficits and surpluses, and the national debt.

Understand the fundamental concepts and interrelationships of the United States economy in the international marketplace.

Demonstrate the impact of inflation on world economies.

Examine absolute and comparative advantage and explain why most trade occurs because of comparative advantage.

Discuss the effect of barriers to trade and why nations sometimes erect barriers to trade or establish free trade zones.

Assess the economic impact of negative and positive externalities on the international environment.

Compare the current United States economy with other developed and developing nations.

Differentiate and draw conclusions about historical economic thought theorized by economists.

Understanding the attitudes and behaviors of personal financial decision making.

Evaluate and reflect on how values affect personal financial decision-making.

Understand how cognitive biases affect personal financial decision-making.

Explain that loss aversion implies that losses brought about by a decision are weighed more than the gains, which may affect the final decision.

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.

Evaluate how herd mentality affects personal financial decision-making.

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.

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?

Identify examples of how people are affected by present bias.

Explore and evaluate the benefits, and costs (including tax implications) of various paths toward earning income.

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 nonincome factors that influenced their career or job choice.

Evaluate the benefits and costs of “gig” employment.

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.

Identify and complete appropriate tax forms to calculate the amount of federal income tax owed. 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).

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?

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.

Analyze the ways that people can make more informed education, job, or career decisions by evaluating the benefits and costs of different choices.

Analyze the reasons why the wage or salary paid to workers in jobs is usually determined by the labor market.

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.

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.

Explain how interest, dividends, and capital gains are forms of income earned from financial investments.

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.

Describe why some people choose to become entrepreneurs as a career choice.

Understand that when individuals or business owners buy or sell goods or services, they may enter into contracts.

Evaluate and interpret terms and conditions within a contract.

Understand the process of identifying and contesting an incorrect billing statement.

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.

Explain that the consumption of a good or service can have positive or negative effects on others.

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.

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.

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.

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

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.

Evaluate how different forms of payment can result in costs or fees.

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.

Explore and evaluate the role, influences and legal responsibility of being a consumer of goods and services.

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).

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.

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.

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.

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.

Evaluate the motives for using a digital currency.

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.

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.

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.

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.

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.

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.

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.

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.

Identify and analyze methods of protecting financial investments and personal information.

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.

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.

Compare federal and state regulations that provide some remedies, and assistance for victims of identity theft.

Identify the implications of social networking sites and other online activity on an individual’s digital footprint.

Explain that financial planning includes preparing for all contingencies, including death.

Explain the implications of receiving an inheritance.

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.

Understand that insurance companies charge premiums to create a pool of money from which the company uses to pay for losses incurred by policyholders.

Analyze and evaluate the cost-effectiveness of supplemental insurance. 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.

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.

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.

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.

Explain that people can lower insurance premiums by behaving in ways that show they pose a lower risk.

Identify the purposes of various types of insurance.

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.

Understand how to use maps and other geographic representations, tools, and technology to report information.

Design maps using a variety of technologies based on descriptive data to explain physical and cultural attributes of major world regions.

Use spatial perspective and appropriate geographic terms and tools, including the Six Essential Elements, as organizational schema to describe any given place.

Employ applicable units of measurement and scale to solve simple locational problems using maps, and globes.

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.

Understand physical and cultural characteristics of places.

Identify the physical characteristics and the human characteristics that define and differentiate regions.

Describe the factors and processes that contribute to the differences between developing and developed regions of the world.

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.

Use geographic terms and tools to analyze case studies of how selected regions change over time.

Use geographic terms and tools to analyze case studies of debates over how human actions modify a selected region.

Understand the relationships between the Earth's ecosystems and the populations that dwell within them.

Use geographic terms to locate and describe major ecosystems of Earth.

Use geographic terms and tools to explain how weather and climate influence the natural character of a place.

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.

Use geographic terms and tools to explain how the Earth's internal changes and external changes influence the character of places.

Use geographic terms and tools to explain how hydrology influences the physical character of a place.

Understand the characteristics, distribution, and migration of human populations.

Interpret population growth and other demographic data for any given place.

Use geographic terms and tools to analyze the push, and pull factors contributing to human migration within and among places.

Use geographic terms and tools to analyze the effects of migration both on the place of origin and destination, including border areas.

Use geographic terms and tools to analyze case studies of issues in globalization.

Use geographic terms and tools to analyze case studies of the development, growth, and changing nature of cities and urban centers.

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.

Use geographic terms and tools to explain cultural diffusion throughout places, regions, and the world.

Use geographic concepts to analyze spatial phenomena and to discuss economic, political, and social factors that define, and interpret space.

Use political maps to describe the change in boundaries and governments within continents over time.

Understand how human actions can impact the environment.

Analyze case studies of how the Earth's physical systems affect humans.

Analyze case studies of how changes in the physical environment of a place can increase or diminish its capacity to support human activity.

Analyze case studies of the effects of human use of technology on the environment of places.

Analyze case studies of how humans impact the diversity and productivity of ecosystems.

Use geographic terms and tools to analyze case studies of policies, and programs for resource use and management.

Analyze case studies to predict how a change to an environmental factor can affect an ecosystem.

Understand how to apply geography to interpret the past and present and plan for the future.

Use appropriate maps and other graphic representations to analyze geographic problems, and changes over time.

Develop databases about specific places and provide a simple analysis about their importance.

Formulate hypotheses and test geographic models that demonstrate complex relationships between physical and cultural phenomena.

Translate narratives about places and events into graphic representations.

Develop criteria for assessing issues relating to human spatial organization and environmental stability to identify solutions.

Instruction includes the presidency of Manuel Urrutia and Castro’s appointment as prime minister.

Instruction includes the historical roles of prominent individuals including Alexander Kerensky, Vladimir Lenin, and Leon Trotsky.

Instruction includes violence against faith groups, houses of faith and religious minorities (e.g., Lenin’s assault on the Orthodox Church resulting in 22,000 killed; Stalin’s League of Militant Godless and execution of 85,000 Orthodox Clergy; Soviet destruction or repurposing of houses of worship; Albania as the first atheist nation; Soviet bloc persecution of religious minorities including Jews and Muslims; China’s campaign against Muslim Uyghurs that includes reeducation camps and forced sterilization).

Instruction includes products developed in communist nations that contain spyware.

Instruction includes the One-China policy and the United Nation’s recognition of the People’s Republic of China as the legitimate government of China in 1971.

Instruction includes the shift toward a “socialist market economy” and the introduction of capitalist elements (e.g., open-door policy, special economic zones, foreign investment policies).

Instruction includes China’s economic expansion, global trade influence, and competition with the United States.

Instruction includes campaigns to shut down the House Committee on Un-American Activities by communists and communist sympathizers, including protests in San Francisco in 1960 to disrupt the meeting.

Instruction includes the silencing of dissidents by communist governments.

Instruction includes liberal anti-communism (e.g., the Fund for the Republic, the Union for Democratic Action, the CIA front organization, Congress of Cultural Freedom, the American Committee for Cultural Freedom).

Instruction includes the abdication of Tsar Nicholas II.

Instruction includes the harsh punishments inflicted on dissidents (e.g., imprisonment, physical abuse).

Instruction includes the role of Federalist No. 14 in determining the economic system of the United States.

Instruction includes conservative anti-communism (e.g., Knights of Columbus, John Birch Society, Young Americans for Freedom, the American Legion, Jewish League against Communism).

Instruction includes the policies and conduct of the Communist Party of the United States of America under the leadership of Charles Ruthenberg, Jay Lovestone, William Z. Foster, and Earl Browder.

Instruction includes conservative responses (e.g., Imperial Germany’s State Socialism).

Instruction includes the efforts to expose and prevent espionage (e.g., House UnAmerican Activities Committee, the McCarran Act and various political leaders such as Congressmen Hamilton Fish and Martin Dies, President Harry Truman, and Senator Joseph McCarthy).

Instruction includes the disillusioning effects of Nikita Khrushchev’s 1956 Secret Speech.

Instruction includes the Soviet Union’s use of violence, which reduced faith that communism could be reformed or deliver on its promises.

Instruction includes the Cuban Air Force shooting down two aircraft operated by Brothers to the Rescue, the role of Juan Pablo Roque, the passage and application of the Helms-Burton Act, and United Nations Security Council Resolution 1067.

Instruction includes the leading role of Fidel Castro in the Cuban Revolution including the assault on Cuartel Moncada on July 26, 1953, his 15-year jail sentence, Fidel Castro’s History Will Absolve Me speech and subsequent amnesty, his stay in Mexico where he prepared an armed group for guerrilla warfare in Cuba with Che Guevara, his arrival in Cuba and the murder of 200 civilians in the mountains, and the execution of 5,000 people following his return to Havana.

Instruction includes how forced collectivization mandates where an individual works and lives.

Instruction includes revolutionary socialist and communist movements (e.g., Sandinista National Liberation Front in Nicaragua, the Shining Path in Peru, Revolutionary Armed Forces of Colombia).

Instruction includes liberal responses (e.g., the United Kingdom’s New Liberalism).

Instruction includes the disqualification of Maria Corina Machado as a presidential candidate, the fraudulent nature of the 2024 Venezuelan Presidential Election and international recognition of Edmundo Gonzalez Urrutia’s victory.

Instruction includes sources of support for communist front organizations (e.g., the revelation of “Moscow gold” upon the opening of the Soviet archives, donations by wealthy individuals and donations from foundations infiltrated by communist sympathizers).

Instruction includes the disparity of the standard of living between the ruling elite of the Communist Party and the people (e.g., access to healthcare, wealth, employment, housing, possessions, access to food).

Instruction includes the economic disparity between nations with property rights and those without property rights using gross domestic product per capita.

Instruction includes the difficulty of assessing accurate casualty numbers within a changing political landscape (e.g., Poland’s annexation by the Soviet Union).

Instruction includes communist spies (e.g., the Rosenbergs, Alger Hiss, Stanley Graze, Lauchlin Currie, Harry Dexter White, V. Frank Coe, and Harrold Glasser) and sympathizers (e.g., Harry Hopkins, Owen Lattimore).

Instruction includes American interactions with Soviet Russia under President Woodrow Wilson and President Herbert Hoover.

Instruction includes the domestic policies of interwar Soviet Russia, including the destruction of individual rights, government seizure of most privately owned industry and commerce, introduction of internal passports to control people’s movements, rejection of any religion, the politicization of science (Trofim Lysenko), and the “cult of personality” that glorified Stalin.

Instruction includes the Russo-Japanese War and the Russian Revolution of 1905.

Instruction includes the Berlin Wall and the Iron Curtain as both a metaphor and an actual physical barrier.

Instruction includes socialist anti-communism (e.g., United Kingdom’s Labour Party).

Instruction includes the policies and rule of Xi Jinping (e.g., National Security Law of 2020 for the purpose of extraditing civilians to mainland China, censorship of media).

Instruction includes the proximity of Cuba to the United States and its relevance in the use of nuclear missiles.

Instruction includes the strategies of the Third Period (e.g., using demonstrations and strikes to inspire revolution, destruction, and absorption of other leftist parties, advocation of dual unions).

Instruction includes the secret agreement between the United States and the Soviet Union to resolve the crisis and cease further United States intervention against the Castro regime.

Instruction includes the establishment of the Kim dynasty, the development of a totalitarian regime, severe human rights abuses, political repression, the 1990s North Korean Famine, and the role of state ideology (i.e., Juche).

Instruction includes economic theories (e.g., on private enterprise, capitalism, private property, “despotic inroads on the rights of property,” taxes, inheritance, “equal liability for all to work”).

Instruction includes China’s influence in the United States, including corporate and political espionage, economic leverage, and use of educational organizations for the purpose espionage and technological influence.

Instruction includes the lack of food, medicine, and basic services in Venezuela which has forced over 7 million citizens to flee the country.

Instruction includes the Samizdat System (self-publication, smuggling and distribution) (e.g., Aleksandr Solzhenitsyn, The Beatles, and The Velvet Underground).

Instruction includes use of famine as a weapon (e.g., Lenin’s famine, Stalin’s engineered famine in Ukraine and Kazakhstan (Holodomor), Cambodia’s Killing Fields).

Instruction includes Che Guevara’s desire to export the revolution and the exportation of guerilla movements to South America.

Instruction includes the end of Soviet control of Eastern Europe, including the Solidarity Movement’s role in bringing about free elections in Poland, Vaclav Havel and the Velvet Revolution in Czechoslovakia and the Christmas Revolution in Romania.

Instruction includes the trips to the Soviet Union for training, beginning in 1922 with Claude McKay and then followed by Lovett Fort-Whiteman.

Instruction includes alliances between communists and academic groups or institutions.

Instruction includes communist alliances with socialists (e.g., Popular Front Strategy, François Mitterrand’s government in France, Hugo Chavez’s government in Venezuela, Lula da Silva’s government in Brazil).

Instruction includes the suppression of freedoms (e.g., speech, religion, press, assembly, fair trial, property, bearing arms, contract, familial autonomy, political affiliation, privacy).

Instruction includes Manuel Artime and his preparations for an invasion of Cuba.

Instruction includes a review of the various security services communist leaders have created and used to control their populations (e.g., Soviet Union’s Cheka and Komitet gosudarstvennoy bezopasnosti (KGB); East German Stasi; Cuba’s Ministry of Interior; China’s Ministry of State Security; Cambodia’s Santebal; Venezuela’s Servicio Bolivariano de Inteligencia Nacional (SEBIN).

Instruction includes the Amerasia Affair.

Instruction includes the range of communist front organizations, including the Hollywood Anti-Nazi League, the World Peace Council, the American Negro Labor Congress, the National Youth Congress, and the Civil Rights Congress.

Instruction includes the dramatically greater economic growth and improvement in standard of living in the Asian state-capitalist countries as compared to Asian Communist countries.

Instruction includes the immense suffering World War I inflicted on the Russian people (e.g., millions dead and wounded, refugees, the forced removal of civilians, food shortages, extreme hunger, disease).

Instruction includes socialists who renounced revolution as a means to achieve their ends (e.g., United Kingdom’s Labour Party).

Instruction includes the effects of the 1939 Molotov-Ribbentrop Pact (e.g., mass defections from the American Communist Party and communist anti-war propaganda until the German invasion of the Soviet Union) and the shift in Communist Party policies regarding Nazi Germany, civil rights, labor, and military intervention after Germany’s invasion of the Soviet Union in 1941.

Instruction includes the role of Tsar Nicholas II’s leadership in peace and war and the influence of Rasputin.

Instruction includes a change in policy by President John F. Kennedy’s administration, forbidding explicitly anti-communist speeches in the military.

Instruction includes the Narodniks.

Instruction includes using fear of the other (e.g., foreigners, minorities, other ethnic groups, fifth column and traitors) to amplify a sense of crisis only the state can resolve.

Instruction includes the abject poverty experienced by the general population in a communist system.

Instruction includes the sinking of tugboat 13 de Marzo on July 13, 1994, which resulted in the deaths of 41 passengers.

Instruction includes the role of the United States’ economic aid in stabilizing Western Europe (e.g., Marshall Plan).

Instruction includes Enlightenment philosophers who influenced the Founders conception of economic freedom (e.g., John Locke, Adam Smith, John Trenchard, Thomas Gordon).

Instruction includes the methods Marx determined were necessary to achieve communism (e.g., violence, revolution and the dismantling of all existing social conditions, abolition of private property, forced labor).

Instruction includes Red-Green Alliances between communists and Islamists.

Instruction includes the effect of the massacre on China’s domestic policies and global reputation.

Instruction includes how the Communist Party splintered the socialist movement into the Communist Party, the Communist Labor Party, and the Socialist Party by the end of 1920.

Instruction includes the elimination of the freedom of workers to choose their place of employment, to bargain with employers, individually and collectively through unions.

Instruction includes radical non-communist movements in twentieth-century Latin America, including the Mexican Revolution and Justicialism (Peronism) in Argentina.

Instruction includes Mao Zedong’s goals of rapid industrialization and forced agricultural collectivization.

Instruction includes the source of authority in socialism and communism and the means by which they exist and endure.

Instruction includes anti-communist purges in Indonesia under Suharto, including mass killings and political repression.

Instruction includes the rise of Boris Yeltsin, uprisings in Lithuania and Latvia, the unsuccessful August Coup and Gorbachev’s resignation.

Instruction includes how forced collectivization fosters a dependency on the government.

Instruction includes the United States’ actions to oppose communism, including the Alliance for Progress and interventions in Guatemala, Chile, and Nicaragua.

Instruction includes the failed political liberalization of Russia after 1905, establishment of the Duma, revolutionary terrorism, renewed Tsarist repression of the people and the abortive Stolypin economic reforms.

Instruction includes the role of Che Guevara in the Cuban Revolution including his leadership of the guerilla forces in Cuba’s Sierra Maestra mountains and executions of civilians.

Instruction includes front organizations of the Communist Party (e.g., African Blood Brotherhood, Sharecroppers Union, Unemployed Councils).

Instruction includes the establishment of a substitute quasi-religious veneration of leading communist individuals and institutions (e.g., Lenin’s Tomb, Palace of the Soviets).

Instruction includes that totalitarian governments consistently strip their people of individual rights and have absolute authority to do so.

Instruction includes the Russian Civil War, creation of the Cheka, the Red Terror and Lenin’s Hanging Order of 1918, the murder of Tsar Nicholas and the royal family, the use of poison gas during the Tambov Rebellion, the Kronstadt Rebellion, and the formal establishment of the Soviet Union in1922.

Instruction includes Fidel Castro’s declaration of being a Marxist-Leninist (1961).

Instruction includes the major periods of the postwar Soviet Union, including Stalin’s renewed repression (Doctor’s Plot), the dismantling of the GULAGs (1953-1960), Nikita Khrushchev’s Thaw (1956 Secret Speech), and Leonid Brezhnev’s Era of Stagnation (declining economic growth, corruption, dwindling belief in Communism).

Instruction includes the communist assault on and takeover of the socialist movement in the United States.

Instruction includes China’s mimicry of successful organizations and policies originating from the United States.

Instruction includes the long-term economic, political, and social consequences of the Cultural Revolution, including its effect on China’s leadership.

Instruction includes human rights abuses of the Cuban government (e.g., freedom of speech, freedom of assembly, freedom of the press).

Instruction includes the establishment of the People’s Republic of China in 1949; the CCP’s early consolidation of power, land redistribution, and the suppression of opposition; and the escape of the Republic of China’s government to Taiwan.

Instruction includes President John F. Kennedy’s cancellation of United States air support during the Bay of Pigs invasion.

Instruction includes the United Socialist Party of Venezuela, Bolivarian Circles (party militias), abuse of voting machine technology (Smartmatic), and expropriation of private businesses.

Instruction includes the chronic rebellions in the Eastern Bloc, including the East German Uprising (1953), the Hungarian Uprising (1956), the Prague Spring in Czechoslovakia (1968), and Solidarity in Poland (1980-1989).

Instruction includes the activities of Brigade 2506 and selection of the Bay of Pigs as the invasion point.

Instruction includes British efforts to suppress communist insurgencies in Malaya (i.e., the Malayan Emergency) and their counterinsurgency strategies (e.g., New Villages, “winning hearts and minds,” Operation Starvation).

Instruction includes the tactics of communist front groups to acquire power (e.g., organizing protests, mail campaigns, propaganda, and union-organizing in order to influence policy and legislation).

Instruction includes the distinctively Asian economic model of state industrial policy, export-driven growth, forced savings, domestic protection, and opportunistic participation in the American-led global free-market system.

Instruction includes communist governments’ propaganda against religion (e.g., propaganda campaigns against religion in the Soviet Union under Lenin and Stalin; China’s campaigns against religious expression, including the repression of Islam among the Uyghurs).

Instruction includes the recruitment of prominent individuals to spread propaganda (e.g., Nancy Cunard, Jane Fonda, Langston Hughes, Richard Wright).

Instruction includes the debate among American and British leaders during and immediately after World War II about whether to occupy larger portions of Central and Eastern Europe to protect them from Communist takeover or, as was eventually decided, to agree to Soviet occupation of the region.

Instruction includes the role of defectors from communism in the anti-communist movement, including James Burnham, Whittaker Chambers, Sidney Hook, Frank Meyer, and Richard Wright.

Instruction includes comparisons of North and South Korea’s governance, economic performance, standard of living, and international relations (e.g., KORUS Agreement).

Instruction includes Soviet Russia’s systematic use of state terror, including the development of the secret police (Cheka, NKVD), the GULAG forced labor network, purges of the military officer corps, terror against the citizenry, dekulakization (mass murder of peasants), genocidal starvation of an estimated 6-10 million Ukrainians and Kazakhs (Holodomor), and democide (estimated 10% of Soviet population murdered).

Instruction includes the Marxist origins of the Weather Underground and its bombing campaign.

Instruction includes the intrusion of the state into all facets of life.

Instruction includes internal repression, including policies in Tibet, Xinjiang, and Hong Kong.

Instruction includes the repercussions for non-compliance within a communist state.

Instruction includes support for seeking diplomatic relations with Soviet Russia, (e.g., trade to help the economy, the role of businesses, the Chamber of Commerce, and the role of The New York Times reporter Walter Duranty in shaping American perceptions of the Soviet Union).

Instruction includes how forced collectivization promotes internal divisions within communities and families, and the resulting psychological effect on individuals (e.g., higher rates of alcoholism, depression, suicide).

Instruction includes that the U.S. government upholds its citizens’ natural rights.

Instruction includes how forced collectivization removes an individual’s desire to seek incentives or rewards for work.

Instruction includes the United States’ desire to improve intelligence capabilities against the Soviet Union (e.g., espionage, spy planes, satellites).

Instruction includes Mikhail Gorbachev’s attempt to reform the Soviet Union, including perestroika, glasnost, and the 1989 Soviet legislative election.

Instruction includes methods of espionage (e.g., recruitment strategies, copying government and technological secrets, network of agents, and methods of disseminating information).

Instruction includes the role of civilian control and Western legal and moral norms.

Instruction includes the Long March and Mao Zedong’s emphasis on the peasantry as the primary revolutionary force, contrasting with classical Marxism’s focus on the urban proletariat.

Instruction includes the reasons for Plymouth Plantation moving from a communal society to one of private ownership (e.g., the free-rider problem, Governor William Bradford’s Of Plymouth Plantation).

Instruction includes the 10 measures to achieve communism catalogued in The Communist Manifesto.

Instruction includes how forced collectivization removes the ability to own private property.

Instruction includes the role of the Red Guards, Shock Troops, the Little Red Book, the persecution of intellectuals, and the destruction of historical and cultural artifacts.

Instruction includes the February Revolution, the role of Alexander Kerensky, the Provisional Government, the Petrograd Soviet (Ispolkom), Order No. 1, and the Kerensky offensive.

Instruction includes the use of surveillance, security forces and informants to monitor and control the population (e.g., the ratio of security services personnel to population, children as informants and enforcers in the Soviet Union, China’s Cultural Revolution, Pol Pot’s S-21 camp guards).

Instruction includes the emergence of the Bolshevik Party as a radical faction of the Marxist Russian Social Democratic Labour Party and its distinctive belief that a small revolutionary vanguard should possess centralized control of both the party and the state.

Instruction includes the role of communist politician Irina Bokova as the DirectorGeneral of the United Nations Educational, Scientific and Cultural Organization (UNESCO).

Instruction includes land redistribution campaigns, forced collectivization, the execution of landlords, and broader class struggle policies.

Instruction includes efforts to ignore or downplay espionage in politics and popular culture.

Instruction includes the usage of the internet to organize “educational” content, recruitment, movements, and violent protests and to fundraise.

Instruction includes political theories (e.g., dialectical materialism, all history is “class struggles,” oppressor and oppressed political change through revolution and violence).

Instruction includes the One-Child Policy established in 1980.

Instruction includes radical Maoist movements in independent states (e.g., India, Nepal).

Instruction includes the purge of communists by organized labor, and the roles of Walter Reuther, Mike Quill, Joseph Curran, and Ronald Reagan.

Instruction includes China joining the World Trade Organization in 2001 the effect that had on the country’s economic growth.

Instruction includes the dangers of sacrificing national sovereignty to international organizations that may support communist initiatives.

Instruction includes the West’s response to communism in the early Cold War (e.g., the policy of containment, the Truman Doctrine, the Marshall Plan, the Berlin Airlift, the formation of NATO, the introduction of atomic weapons and disarmament movements, the construction of the Berlin Wall, the standoff at Checkpoint Charlie, and the 4,300 mile wall dividing Eastern and Western Europe from the Barents Sea to the Black Sea).

Instruction includes the Winter War between the Soviet Union and Finland.

Instruction includes why communist nations seize and take control of all means of communication (e.g., print, radio, TV, internet, social media).

Instruction includes Uyghur oppression and genocide (e.g., re-education camps, slave labor, torture, forced sterilization, execution by organ harvesting).

Instruction includes recruitment strategies for communist front movements (e.g., deceptive labeling as a civil rights, art, or labor rights movement, and financial rewards to recruits).

Instruction includes the repackaging of Marxist ideology using modern terminology and concepts to disguise the underlying Marxism.

Instruction includes the recruitment tactics of the Soviet-backed Communist Party.

Instruction includes the Soviet Union’s communization of Eastern and Central Europe after World War II, including the 1948 coup d’etat in Czechoslovakia, the Stalin-Tito split, the Show Trials, and the formation of the Warsaw Pact.

Instruction includes the arbitrary application of the law in a communist state (e.g., show trials, rampant governmental corruption, weaponization of the judicial system against real and perceived enemies, summary executions, GULAG System).

Instruction includes the German and Soviet invasions of Poland, the division of Poland, the entry of France and the United Kingdom into the war, and the Katyn massacre.

Instruction includes the unprecedented scale of the communist death toll.

Instruction includes the broken promise of equality under a communist system.

Instruction includes Soviet war policy, including ethnic cleansing, abuse of American prisoners of wars, looting operations in conquered countries, the Yalta Conference, the occupation of Eastern Europe, and atrocities and rampant violence committed against foreign civilian populations.

Instruction includes how social reformers responded to the intellectual and political challenges of communist and socialist parties.

Instruction includes government policies and their consequences, including iron quotas resulting in pig-iron and backyard furnaces, crop production experiments, lying about production levels by farmers and party members, using food for export rather than consumption and censorship of discussion about famine or starvation.

Instruction includes the establishment of the Pioneer Organization and Young Communist League, mandatory agricultural work and military instruction for students and student exchanges with other communist countries for the purpose of indoctrination.

Instruction includes how Hugo Chavez used calculated ambiguity to describe his ideological affiliation.

Instruction includes how an individual’s economic prosperity leads to societal economic prosperity.

Instruction includes that communist governments consistently strip individuals of rights and freedoms (e.g., speech, religion, press, assembly, fair trial, property, bearing arms, contract, familial autonomy, political affiliation, privacy).

Instruction includes the use of various real, manufactured, or perceived crises as an occasion to call for authoritarian state intervention.

Instruction includes Venezuela’s economic decline due to price controls and the establishment and growth of social welfare programs.

Instruction includes the professed desire to eliminate divisions between classes and the creation of a new and privileged ruling class of Communist party members and bureaucrats (e.g., Soviet nomenklatura, Milovan Djilas’ analysis of a “new class,” China’s Princelings).

Instruction includes the opposition to diplomatically recognizing the Soviet Union from such groups as the Daughters of the American Revolution, labor unions, churches, the American Legion, and political leaders such as outgoing President Herbert Hoover.

Instruction includes the division of Korea after World War II, the Soviet Union’s Communization of North Korea, and the North Korean invasion of South Korea in 1950.

Instruction includes how socialism can lead to a communist regime rising to power.

Instruction includes the Western decision to support Yugoslav Partisan leader Josip Tito instead of Colonel Draza Mihailovic.

Instruction includes the differing motivations for NATO’s creation among the United States and European powers.

Instruction includes the obligations of corporations to report to the Chinese Communist Party.

Instruction includes America’s normalization of relations with Communist China and the Shanghai Communiqué.

Instruction includes how Cuba’s tax-payer funded universal healthcare falsifies data to present favorable medical outcomes (e.g., low infant mortality rates).

Instruction includes the roles of anti-communist politicians, including Harry Truman, Richard Nixon, the House Un-American Activities Committee, and Joseph McCarthy.

Instruction includes the use of denunciations (e.g., Dazibao, Cuba’s Comités de Defensa de la Revolución [CDR]), loss of employment, loss of homes, family and friends and imprisonment to gain submission to the state).

Instruction includes the use of student exchanges between communist states and democratic countries.

Instruction includes the exchange of medical supplies for prisoners held by Cuba.

Instruction includes communist nations securing the support of smaller nations in the United Nations through economic and military aid.

Instruction includes the People’s Will and its assassination campaign.

Instruction includes the United States’ and United Nations’ defense of South Korea, the role of China and the Soviet Union, violations of the Geneva Convention by the communist forces, the treatment of American POWs, and the war’s military and political outcomes (i.e., Demilitarized Zone).

Instruction includes the North Vietnamese invasion of Laos in 1958.

Instruction includes political repression, media censorship, abuse against journalists (i.e., imprisonment and forced exile), and human rights abuses against Venezuelans.

Instruction includes the use of lies and propaganda to hide, cover, or excuse regime failures or excesses (e.g., Stalin’s Russia and the western press (Walter Duranty) concealment of the Holodomor, Vaclav Havel’s Power of the Powerless; attempts to control media).

Instruction includes growing security challenges to the Soviet Union, including the Sino-Soviet split, rising defense costs, Soviet defeat in the Soviet-Afghan War and the role of Ronald Reagan’s military rearmament (Strategic Defense Initiative).

Instruction includes Cuban support for Chavez’s regime, including medical assistance, support for security services, and Venezuelan oil exported to Cuba.

Instruction includes the Budapest Memorandum on Security Assurances, and Russia’s subsequent violations.

Instruction includes interwar Soviet foreign policy and Soviet support for foreign Communist parties and popular fronts, including the Communist Party of the United States of America.

Instruction includes wartime Soviet history from 1941 to 1945, including the German invasion, the Holocaust, the Siege of Leningrad, and the Battle of Stalingrad.

Instruction includes the estimated 15-55 million people who died due to the Great Leap Forward.

Instruction includes the estimated 65 million people who died due to Mao Zedong’s policies.

Instruction includes those who worked to expose front groups (e.g., House Committee on Un-American Activities, and writers like George Schuyler, Zora Neale Hurston, George Sokolosky, and Stan Evans).

Instruction includes the dictatorship of Fulgencio Batista.

Instruction includes communist usage of social media to influence foreign nations (e.g., TikTok, Reddit, botnets, fake social media accounts).

Instruction includes the flight of hundreds of thousands from North Vietnam to South Vietnam.

Instruction includes how forced collectivization requires mass surveillance to maintain itself.

Instruction includes differing estimates for communism’s death toll (i.e., The Black Book of Communism estimating ~100 million people killed, R.J. Rummel’s Democide estimating ~170 million killed between 1900-1987).

Instruction includes selections from notable literary works, such as Anna Akhmatova’s Requiem, Aleksandr Solzhenitsyn’s A Day in the Life of Ivan Denisovich, Heda Margolius Kovály’s Under a Cruel Star, Arthur Koestler’s Darkness at Noon, and Boris Pasternak’s Doctor Zhivago.

Instruction includes slander against anti-communists, such as red-baiter and Red Scare.

Instruction includes the strength of alternate traditions that limited the appeal of communism (e.g., religion, nationalism, economic freedom).

Instruction includes the resulting mass famine and the program’s broader effect on Chinese society and the economy.

Instruction includes social theories (e.g., “forcible overthrow of all existing social conditions,” abolition of the nuclear family, marriage, religion, education).

Instruction includes how the Chernobyl disaster (1986) and the Armenian earthquake (1988) exposed the decay of Soviet institutions.

Instruction includes Cuba’s compulsory military service and foreign interventions by Cuba during the Cold War (e.g., Angola, Ethiopia, Grenada).

Instruction includes the influence of the United States’ support for non-communist parties (e.g., Italy’s 1948 election).

Instruction includes the use of show trials, torture, terror campaigns and purges (e.g., Lenin’s Red Terror, Stalin’s Great Terror [Industrial party show trial of 1930 and the Old Bolsheviks Trial 1936], execution quotas, executions of 17th Party Congress, China’s Cultural Revolution, Pol Pot’s terror campaign to eliminate minority groups).

Instruction includes the October Revolution, the Bolshevik seizure of power, the overthrow of the Duma and Provisional Government, the establishment of one-party dictatorship, and the treaty of Brest-Litovsk (March 1918) withdrawing Russia from World War I.

Instruction includes religious responses (e.g., Pope Leo XIII’s Rerum Novarum (1891), the Netherlands’ Anti-Revolutionary Party).

Instruction includes the role of the media, propaganda, and protests in shaping public opinion in Vietnam and the United States about the war (e.g., Walter Cronkite, The Pentagon Papers, protests by Buddhist monks).

Instruction includes the rule of Ho Chi Minh, the role of the Viet Minh and Vietnam’s war for independence from France, the Battle of Dien Bien Phu, and the signing of the Geneva Accords in 1954.

Instruction includes Khruschev’s denunciation of Stalin in 1956.

Instruction includes the political history of interwar Soviet Russia, including the New Economic Policy, the rise of Josef Stalin and the purge and murder of Leon Trotsky and his other rivals, collectivization and the First Five Year Plan, and the Great Terror.

Instruction includes the authoritarian dictatorship of Vladimir Putin.

Instruction includes the Soviet Union’s use of diplomatic recognition by other nations during the 1920s to promote espionage and revolutionary politics.

Instruction includes the forcible dismantling of social relationships.

Instruction includes the purpose of the Communist International for “world revolution and the overthrow of existing capitalist governments.”

Instruction includes using censorship, self-censorship, and compelled speech to prevent dissent.

Instruction includes the opposition to reform socialists that catalyzed the rise of fascist governments, and foreign policy in Asia, including support for Chinese Communists.

Instruction includes visual representations of communism’s death toll.

Instruction includes the use of medical professionals and teachers to promote communist ideology while performing their services.

Instruction includes the 2021 Cuban protests and subsequent government crackdown resulting in 5 deaths and 710 arrests.

Instruction includes the contrast between economic liberalization and continued political repression under Deng Xiaoping’s rule.

Instruction includes Nicolas Maduro’s education in Cuba under the Communist Party, his career as Secretary of State and Vice President, and his ties with the Iranian government.

Instruction includes government documents, speeches, Soviet propaganda, diaries, letters, and memoirs.

Instruction includes a review of communist statements on religion and God in society (e.g., Marx on religion as “the opium of the people,” Lenin, Stalin, Mao, Castro statements against religion).

Instruction includes the concept of socialism as a transitory system between capitalism and communism.

Instruction includes the fall of the Qing Dynasty, the establishment of the Republic of China, the roles of Sun Yat-sen, Chiang Kai-Shek and the Nationalist Party (Kuomintang or Guomindang), the Warlord Era, and Japan’s attempts to dominate and conquer China (1915-1945).

Instruction includes the dissolution of the Central Committee of the Communist Party of the Soviet Union, the declarations of independence of the now-former Soviet republics, and the lowering of the Kremlin’s Soviet flag for the last time.

Instruction includes infiltration of other organizations and movements (e.g., Student Nonviolent Coordinating Committee, Bonus Army).

Instruction includes the Soviet Union’s installation of missile platforms in Cuba, and the United States’ subsequent discovery of these platforms.

Instruction includes attempts to censor speech through the Cain Plan and the opposition group, the American Writers Association.

Instruction includes the dangers of propaganda disguised as entertainment or unbiased media.

Instruction includes international complicity with China’s oppressive policies due to a reliance on Chinese manufacturing and labor.

Instruction includes the abolition of private property and enterprise.

Instruction includes use of imprisonment, torture, mass executions, and forced labor camps to instill fear and compliance (e.g., Soviet GULAG system, Cuba’s expansive political prison system, Cambodia’s Killing Fields, China’s Laogai, and Uyghur re-education camps).

Instruction includes the intentional minimization of communist atrocities by communist-aligned Western scholars.

Instruction includes the role of personal incentives in promoting and achieving economic prosperity.

Instruction includes religious anti-communism (e.g., Pope John Paul II).

Instruction includes the definition of democide as the intentional killing of unarmed or disarmed people by a government.

Instruction includes Domino Theory, which drove United States involvement in the region.

Instruction includes socialist responses (e.g., the United Kingdom’s Fabian Society, George Bernard Shaw).

Instruction includes War Communism, including brutal repression of political opposition, the intentional destruction of the Imperial Russian Ruble, expropriating private industry, banning private enterprise, requisitioning and rationing food, mass famine and food relief distributed by the American Relief Administration, suppression of strikes, expropriation of the Church and the mass murder of priests.

Instruction includes academic normalization of historical communist violence and the reframing of communists as historical civil rights leaders (e.g., Bill Ayers, Angela Davis, Louise Thompson Patterson).

Instruction includes the usage of consulates and associations for the purpose of espionage, youth recruitment, and propaganda.

Instruction includes the Revolutionary Bolivarian Movement-200.

Instruction includes the 1950 Soviet boycott of the United Nations that made possible the resolution deploying United Nations troops to support South Korea during the Korean War.

Instruction includes the rise of the Mensheviks, Bolsheviks, and Socialist Revolutionaries in Tsarist Russia.

Instruction includes unsuccessful attempts to remove Chavez from power, including the Venezuelan coup d’etat attempt (2002) and the Venezuelan general strike (2002-2003).

Instruction includes anti-communist publications (i.e., The New Leader and the antidétente Washington Quarterly).

Instruction includes the Pathet Lao’s establishment of a communist government in Laos following the fall of South Vietnam in 1975.

Instruction includes the National Assembly’s declaration of Juan Guaido as interim president, international recognition of Juan Guaido’s presidency, and the United States’ support of Juan Guaido.

Instruction includes Soviet funding and arming of communist uprisings around the world.

Instruction includes the use of covert actions as a counter to global communist expansion (e.g., CIA actions in Iran, Chile, Guatemala, and Francis Gary Powers and the 1960 U-2 Incident).

Instruction includes using “McCarthyism” as an insult and shorthand for all anticommunism.

Instruction includes China’s investment in international infrastructure projects (i.e., China-Pakistan Economic Corridor and the Belt and Road Initiative) and their strategic implications.

Instruction includes the Soviet Union and China as members of the Permanent Security Council and Cuba’s membership in the Human Rights Council.

Instruction includes the lack of transparency in Venezuelan elections and election fraud.

Instruction includes how widespread individual freedom is incompatible with communism.

Instruction includes Popular Front culture, including the Hollywood Ten, the Weavers, and Lillian Hellman.

Instruction includes how the communist state has absolute authority to override any individual rights.

Instruction includes the result of hyperinflation and extreme deterioration of living standards, with a lack of basic necessities.

Instruction includes the assassination of President Ngo Dinh Diem in 1963, the 1968 Tet Offensive, and subsequent response by South Vietnam and the United States.

Instruction includes the rise of the Chinese Communist Party (CCP), including the May Fourth Movement (1919), the Communist alliance with the Nationalist Party in the First United Front (1924-1927), the civil war between the Chinese Communist Party and the Nationalist Party, and shifting Soviet support from the Nationalist Party to the Chinese Communist Party.

Instruction includes the Chinese government’s military response to remove protestors from Tiananmen Square and the death toll of at least several hundred protestors.

Instruction includes the use of censorship, fear, intimidation, and surveillance to control the population.

Instruction includes Hugo Chavez’s attempted coup d’etat against President Carlos Andres Perez (1992), Hugo Chavez’s imprisonment, and his later pardon by President Rafael Caldera.

Instruction includes the Molotov-Ribbentrop Pact.

Instruction includes the Soviet Union’s support for communist movements in developing nations and former colonies (e.g., Angola, Ethiopia, Iran).

Instruction includes the totalitarian ambition of the Soviet state and the suffering of the victims of communism.

Instruction includes internal passport systems (e.g., China’s Social Credit System, Soviet Union’s National Identification Card).

Instruction includes the rise of, and political responses to communist and socialist parties.

Instruction includes the monopoly on education to indoctrinate and control the population from childhood.

Instruction includes the execution of Vladimir Lenin’s brother by Tsar Alexander III, Vladimir Lenin’s leadership of the Bolshevik Party, his individual role in developing Bolshevik theory, and his relationship with foreign governments during his decade of exile between 1907 and 1917.

Instruction includes the effect of decades of communist rule on religious belief (e.g., enduringly reduced levels of religious affiliations in post-Communist European nations).

Instruction includes the public’s changing perception of communist iconography in popular culture (e.g., Che Guevara on clothing).

Instruction includes the continual expansion of social welfare to compensate for the lack of a free market.

Instruction includes the ability to disguise the source of information to conceal its communist origins (e.g., front websites, fake social media accounts, online front organizations, fake job applications for remote positions).

Instruction includes President John F. Kennedy’s response to the Soviet Union’s involvement in Cuba and the installation of a naval blockade around the island.

Instruction includes altering and manipulating history and scholarship to counter perceived enemies or promote regime leaders.

Instruction includes the end of Soviet control of East Germany, including President Reagan’s “Tear Down This Wall” speech in 1987, protests in Poland and Hungary that inspired protests in East Germany, the fall of the Berlin Wall in 1989 and the reunification of Germany in 1990.

Instruction includes the popularity of communist parties funded by the Soviet Union following World War II (e.g., France’s 1945 election, Italy’s 1948 election).

Instruction includes the decision of most European socialist parties to support their nations’ war efforts during World War I and the Bolsheviks’ consistent and uniform opposition to the “imperialist war.”

Instruction includes the tactics of the National Liberation Front in South Vietnam.

Instruction includes the origins of the pro-democracy movement, the role of students and intellectuals, and the key events leading to the 1989 protests centered at Tiananmen Square.

Instruction includes Hugo Chavez and his oath at Samán de Güere.

Instruction includes the role of Soviet dissidents (e.g., Aleksandr Solzhenitsyn’s A Day in the Life of Ivan Denisovich and The Gulag Archipelago, Andrei Sakharov, Vladimir Bukovsky).

Instruction includes Mao Zedong’s use of propaganda, the development of a cult of personality, the suppression of dissent through purges and re-education campaigns.

Instruction includes Cold War American pressure on European states to end their colonial empires to reduce the appeal of communism.

Instruction includes the foreign dissemination of a cult of personality for both Fidel Castro and Che Guevara.

Instruction includes voucher privatization and the rise of Russian oligarchs.

Instruction includes the contrast between the post-war prosperity in the Free West and the Soviet Union’s increasing economic decay.

Instruction includes the later imitation by China and other communist states of the statecapitalist economic model.

Instruction includes Che Guevara’s roles as President of the National Bank, as commander of La Cabaña prison, and in revolutionary tribunals.

Instruction includes the government's use of surveillance, facial recognition, and artificial intelligence for political and social control (i.e., the Social Credit System).

Instruction includes the desire to focus a nation’s resources on the goals of the communist party.

Instruction includes the outcomes of the United States’ withdrawal from the region (e.g., 1 million killed, re-education camps, “Vietnamese boat people”).

Instruction includes intentional efforts to hide casualties by communist governments (e.g., lack of record keeping, destruction of evidence, limiting mobility to prevent the spread of information).

Instruction includes alliances between communists and terrorist organizations (e.g., Carlos the Jackal, Palestine Liberation Organization, Irish Republican Army, National Liberation Army in Colombia).

Instruction includes the Household Responsibility System established in 1982.

Instruction includes the Cuban Exodus.

Instruction includes bans on leaving the country.

Instruction includes Mao Zedong’s motivations for launching the Cultural Revolution, including fears of opposition within the Chinese Communist Party, desire to eliminate all capitalist influences from Chinese society, his response to perceived threats after the Hundred Flowers Campaign, and the subsequent Anti-Rightist Campaign.

Instruction includes the multiple leftist parties that exist within Venezuela.

Instruction includes resources being used primarily for the benefit of the state and ruling elite and not for the general population.

Instruction includes the societal prosperity, strong economy, and high standards of living that existed in Cuba prior to the Cuban Revolution.

Instruction includes how espionage harmed the United States (e.g., giving the Soviet Union an advantage in diplomatic talks and war strategy, use of military secrets obtained to kill American soldiers in Korea and Vietnam, the Soviet Union’s building of the atomic bomb).

Instruction includes NATO’s expansion into additional European states (e.g., Greece, Turkey, Germany, Spain).

Instruction includes communist promises of peace, safety, economic security, wellbeing, property, representative government, and improved living conditions (e.g., Lenin’s promises of “Peace, Land, and Bread”).

Instruction includes the Soviet alliance with Nazi Germany from 1939 to 1941, Soviet annexations and population deportations (e.g., Baltic States and Poland).

Instruction includes the foundational principles in the Bill of Rights.

Instruction includes communist use of causes célèbres, including Sacco and Vanzetti, Angelo Herndon, the Scottsboro Boys, and Julius and Ethel Rosenberg.

Instruction includes the realities of starvation, shortages, constant fear, poverty, low life expectancy, and totalitarian rule.

Instruction includes that the United States Constitution guarantees equal application under the rule of law (e.g., 4th Amendment, 5th Amendment, 6th Amendment, 14th Amendment’s Equal Protection Clause).

Instruction includes the Cuban government’s nationalization of business, agriculture, and industry.

Instruction includes data manipulation to manipulate public sentiment by communist governments (e.g., acts of genocide being justified as self-defense, attributing deaths to disease, drought, or malnutrition).

Instruction includes how Hugo Chavez won the 1998 election.

Instruction includes Soviet penetration of Western intelligence services (e.g., the Cambridge Five).

Instruction includes the long-term consequences of the Cultural Revolution on the Chinese educational system, including the closing of schools and universities, intellectuals targeted by the state, millions of youths, including Xi Jinping, sent to the countryside to be “re-educated” (Down to the Countryside Movement).

Analyze the intellectual, political, and economic origins of communism.

Describe the intellectual origins and nature of utopian thought.

Compare communist and socialist thought.

Identify the nature of and the response to communist and socialist political parties prior to 1914.

Assess how Russian radical movements created a revolutionary culture that contributed to the rise of communism in Russia.

Examine how the Enlightenment contributed to the development of communism.

Assess how the French Revolution provided a framework for revolutionary socialist and communist thought.

Examine the influence of the Industrial Revolution on the development of socialist and communist thought.

Explain how early socialist movements in Europe and the United States influenced the development of communist ideas and revolutionary thought.

Describe the factors that prompted Karl Marx and Friedrich Engels to write The Communist Manifesto (1848).

Examine the economic, social, and political theories of Karl Marx and Friedrich Engels as outlined in The Communist Manifesto (1848).

Describe various contemporary responses to the theories of Karl Marx and Friedrich Engels.

Compare The Communist Manifesto (1848) and the Bill of Rights in their views on individual rights, property, and government.

Analyze the consequences of communism and communist movements on individuals and society.

Identify the historical death toll of communism.

Compare the death toll of communism to wartime casualties, national and state populations, and sports stadiums.

Analyze why the estimates for the death toll of communism vary so dramatically.

Identify the 10 stages of genocide.

Demonstrate how communist policies worsened the conditions they were designed to improve.

Evaluate the dehumanization resulting from forced collectivization.

Identify nations still under communist and radical socialist rule.

Analyze how Communism and Totalitarianism are antithetical to the American ideals of liberty, justice, and equality.

Discuss the value of individual rights and freedoms.

Compare the application of justice in communist and non-communist states.

Examine the concept of equality within a communist system.

Describe the essential role of private ownership of property in securing political freedom, economic freedom, and societal prosperity.

Trace the decision to pursue a market economy in the United States.

Compare the role and purpose of the United States’ government as described by the founding documents to the role and purpose of governments in totalitarian systems.

Analyze the tactics and tools utilized by communist movements and states.

Examine the methods and rationale of communist nations exercising total information control in their countries.

Identify how communist governments use security services as a tool of state terror to maintain power and control of their people. Example: The ratio of security services personnel to population: East German Stasi 1:180 and Soviet Union’s 1:583 compared to United States’ 1:25,385.

Recognize how communist states restrict and ban religious expression.

Discuss how communist states use fear to maintain power and control their populations.

Identify communist governments’ restrictions on domestic and international travel.

Explain how and why communist governments implemented restrictions on individual rights.

Examine the role of centralized control on the means of production.

Analyze how communist movements and nations, past and present, use propaganda to gain and maintain power.

Examine communist leaders’ use of propaganda to gain followers and power.

Describe how propaganda is used to create a “cult of personality” for communist leaders.

Analyze how communist regime utilize crises (real and manufactured) to rally support for the regime (e.g., sabotage, accusations, show trials).

Identify how propaganda permeates all aspects of society in communist states (e.g., arts, sports, education, war against religion, daily life).

Describe how communist states use consulates and other organizations to propagandize internationally (e.g., Confucius Institutes).

Discuss the usage of “Potemkin Villages” to disguise communist realities.

Examine the use of youth organizations to indoctrinate children.

Analyze the intentional erasure of historical facts and tragedies that did not support the communist narrative. Example 1: The Soviet Union’s reframing of the mass murder of peasantry as dekulakization. Example 2: Stalin changing the narrative of the Holocaust from a genocide targeting Jews to that of Soviet and communist heroism and suffering to mask his antisemitism.

Evaluate the rise and development of the Soviet Union and its subsequent decline and eventual collapse.

Analyze the economic and political conditions in Tsarist Russia prior to the 1917 February Revolution.

Describe the postwar decay of the Soviet Union.

Identify the causes of the Soviet Union’s dissolution.

Analyze the course of the Soviet Union’s dissolution.

Examine the consequences of the Soviet Union’s dissolution.

Examine the realities of life in the Soviet Union through notable literary works.

Evaluate the rise and development of the Soviet Union and its subsequent decline and eventual collapse through primary sources.

Assess the intellectual and political history and nature of the Russian Bolshevik Party prior to the 1917 February Revolution.

Examine the history and nature of the Russian Revolutions.

Trace the cause, course, and consequences of the Russian Civil War.

Analyze the key events, policies, and experiences of life in the Soviet Union from 1922 to 1945.

Describe Soviet foreign policy during the interwar period between World War I and World War II.

Examine the effect of the Molotov-Ribbentrop Pact on Europe prior to the start of World War II.

Identify the key events, policies, and experiences of World War II in the Soviet Union.

Examine the key events, policies, and experiences of the Cold War.

Evaluate the rise and development of communism in East and Southeast Asia.

Examine the causes, course, and consequences of the Chinese Communist Revolution.

Examine the connections between the Chinese Communist Party and Chinese corporations (e.g., Huawei, Temu, and Tencent).

Examine the causes, course, and consequences of the Korean War.

Examine the long-term effects of communism in North Korea.

Describe the rise of communism in Vietnam.

Examine the causes, course, and consequences of the Vietnam War.

Evaluate the policies of modern Communist Vietnam.

Examine the rule of the Khmer Rouge in Cambodia.

Assess anti-communist movements in Southeast Asia.

Compare the economic, political, and social systems of Japan, South Korea, Taiwan, Hong Kong, and Singapore with those of communist states in Asia.

Discuss the rise and rule of Mao Zedong.

Analyze the causes, course, and consequences of the Great Leap Forward.

Describe the causes, course, and consequences of the Cultural Revolution.

Examine the political and economic reforms of Deng Xiaoping.

Identify the causes and significance of the Tiananmen Square Massacre.

Explain the transition of China into a global power.

Analyze the domestic policies of China during the late 20th and early 21st centuries.

Analyze the foreign policies of China during the late 20th and early 21st centuries.

Evaluate the rise and development of communism in Latin America, including the rise of communist states in South America.

Describe the causes and course of the Cuban Revolution.

Analyze how Hugo Chavez maintained power in Venezuela.

Discuss the effects of Hugo Chavez’s policies on Venezuela’s economy.

Describe how Nicolas Maduro maintained power in Venezuela following the death of Hugo Chavez.

Compare Venezuela’s social, political, and economic landscape before and after socialism.

Describe communist attempts to spread revolution throughout Latin America.

Examine how Fidel Castro imposed Communism on Cuba.

Describe the attempts of Cuban exiles to overthrow the Communist government.

Analyze the Cuban Missile Crisis.

Examine internationally recognized crimes committed by the Cuban government against civilians.

Examine how Cuba has exported its revolution internationally.

Compare Cuba’s social, political, and economic landscape before and after socialism.

Describe the surge of radical socialist thought in Venezuela.

Evaluate how Hugo Chavez seized power politically.

Analyze communism in the United States and the role of the Communist International.

Analyze the role of the Communist International (Comintern) throughout the West.

Analyze aspects of American Communism since 1956.

Examine the formation of the Communist Party of the United States of America.

Identify tactics utilized by the Communist Party of the United States of America.

Describe the course of American communism between 1917 and 1956.

Discuss the effects of anti-communists on American communism between 1917 and 1956.

Describe America’s involvement the causes and course of the Franklin D. Roosevelt administration’s recognition of the Soviet Union in 1933.

Explain the purpose and role of communist front movements in the United States.

Discuss responses to communist front movements in the United States.

Explain the harm done by communist espionage.

Analyze resistance to communism and authoritarianism internationally and within individual states.

Examine the establishment and continuance of the North Atlantic Treaty Organization (NATO).

Compare global anti-communist movements and their effects.

Examine the post-World War II creation and continuation of the Central Intelligence Agency (CIA).

Describe the resistance to communist parties in Western European nations.

Identify nations that have outlawed communism.

Analyze how communist movements and tactics have evolved from the 20th to 21st centuries.

Explain how disillusionment with the Soviet Union, internally and externally, affected the efforts of communist movements and organizations.

Evaluate alliances between communist and non-communist groups.

Describe the emergence of modern Marxist thought in media.

Identify propaganda and defamation utilized to delegitimize anti-communists and anti-communist movements.

Describe the adaptation of communism to exploit the anti-colonialism movement.

Identify the dangers of communists holding leading positions in the United Nations.

Examine the influence of modern technology on communist ideology and methodology.

Instruction includes the Khmer Rouge’s conflict with Vietnam, the Vietnamese invasion that led to the regime’s collapse in 1979, and the subsequent establishment of a Vietnamese client regime in Cambodia.

Instruction includes the Cambodian genocide, forced labor policies, and the mass murders in the Killing Fields that led to the death of approximately 2 million people or 25% of the Cambodian population.

Instruction includes the Khmer Rouge’s targeted persecution of intellectuals, professionals, educated individuals, and any who were viewed as threats to the regime’s agrarian ideology.

Instruction includes Pol Pot’s rule, the establishment of an agrarian communist state, the Year Zero Policy, and the restructuring of Cambodian society.

Instruction includes human rights abuses in Vietnam (e.g., political repression, restrictions on movement, use of violence, arbitrary arrests, lack of rights).

Instruction includes the economic effects of modern ties between Vietnam and the United States.

Instruction includes the effects of the Doi Moi reforms beginning in 1986 (e.g., shifting from a centrally planned economy to a market-oriented one, promoting private enterprise, promoting foreign investment, increasing trade).

Instruction includes Marx and Engels’ views of man and human nature as discussed in their correspondence.

Instruction includes the political, social, intellectual, and economic issues of the 1830- 40s (e.g., legacy of the French Revolution, Industrial Revolution, and the German Philosophical Revolution).

Instruction includes anarchism and anarchist critiques of coercive “statist” communism.

Instruction includes the theories, practices, and failures of early nineteenth-century socialists (e.g., Charles Fourier, Henri de Saint Simon, Robert Owen’s New Harmony, Brook Farm, and the Nashoba Community).

Instruction includes the political culture of the 19th century European working classes.

Instruction includes the effects of the Industrial Revolution on Europe’s economy and society.

Instruction includes the origin of the terms “left-wing” and “right-wing” as referring to those who wished to continue and expand the Revolution and those who did not, respectively.

Instruction includes the Jacobins, the Reign of Terror, and the model of state terror as a necessary means of revolution.

Instruction includes communist elements in the French Revolution (i.e., Gracchus Babeuf’s Conspiracy of the Equals).

Instruction includes Jean Jacques Rousseau’s Discourse on Inequality and James Madison’s subsequent critique in Federalist #10.

Instruction includes the dangers of striving to create a utopia by force (e.g., violence, coercion, collectivization, dehumanization).

Instruction includes the enduring barriers to achieving a utopia (e.g., self-interest, competition, scarcity of resources, overregulation, corruption).

Instruction includes different definitions of utopia (e.g., equality of wealth, sufficiency of wealth, equality of leisure, equality of happiness).

Instruction includes Plato’s Republic and Thomas More’s Utopia.

Students will describe the psychological and physical impact on the Einsatzgruppen and how it led to the implementation of the Final Solution.

Students will recognize the Eichmann Trial as the first time that Israel held a Nazi war criminal accountable.

Students will describe the significance of Auschwitz-Birkenau as the most prolific site of mass murder in the history of mankind.

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).

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.

Students will describe various attempts at escape and forms of resistance within the camps.

Students will analyze the effects of Kristallnacht on the international community using primary sources (e.g., newspapers, images, video, survivor testimony).

Students will explain how Allied Forces liberated camps, including the relocation and treatment of the survivors.

Students will identify countries that had partisan groups who fought the Nazis.

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.

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.”

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 interreligious 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).

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.

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).

Students will trace the use of ghettos in Europe prior to World War II.

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.

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.

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).

Students will explain how Holocaust denial has helped contribute to the creation of contemporary propaganda and the facile denial of political and social realities.

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.

Students will identify and examine the 6 death camps (e.g., Auschwitz-Birkenau, Belzec, Chelmno, Majdanek, Sobibor, Treblinka) and their locations.

Students will analyze the effects of Kristallnacht on European and world Jewry using primary sources (e.g., newspapers, images, video, survivor testimony).

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.

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.

Students will explain the purpose of the Wannsee Conference and how it impacted the Final Solution.

Students will analyze the Nuremberg Laws and describe their effects.

Students will describe the psychological and physical struggles of Holocaust survivors.

Students will explain how the Nazis used birth records, religious symbols, and practices to identify and target Jews.

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.

Students will explain what ghettos were in context of World War II and Nazi ideology.

Students will explain the origins and purpose of the Judenrat.

Students will describe the contributions of the Jews (e.g., arts, culture, medicine, sciences) to the United States and the world.

Students will discuss the experiences of survivors after liberation (e.g., repatriations, displaced persons camps, pogroms, relocation).

Students will examine why immigration was difficult for Jewish people (e.g., MS St. Louis, the Evian Conference, immigration quota systems).

Students will discuss how members of the international community were complicit in assisting perpetrators’ escape from both Germany and justice following World War II.

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.

Students will recognize that not all resistance movements accepted Jews.

Students will discuss resistance and uprisings in the ghettos using primary sources (e.g., newspapers, images, video, survivor testimony).

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).

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).

Students will explain the significance of “Never Again.”

Students will explain the significance of learning from Holocaust era primary sources created by Jews who perished and those who survived.

Students will describe the different types of persecution that were utilized during Kristallnacht, both inside and outside Germany.

Students will discuss the purpose and outcomes of the Nuremberg Trials and other subsequent trials related to the Holocaust.

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.

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.

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).

Students will explain why the 6 death camps were only in Nazi-occupied Poland.

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.

Students will explain the warfare tactics utilized by the resistance movements against the Nazis.

Students will discuss the difference between open ghettos and closed ghettos and how that impacted life within those ghettos.

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.

Students will explain how the Kindertransport saved the lives of Jewish children.

Students will explain the methods used for the identification, displacement, and deportation of Jews to ghettos.

Analyze the origins of antisemitism and its use by the National Socialist German Workers’ Party (Nazi) regime.

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.

Analyze how the Nazi regime utilized and built on historical antisemitism to create a common enemy of the Jews.

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.

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.

Describe how the Nazis utilized various forms of propaganda to indoctrinate the German population.

Examine how the Nazis used education and youth programs to indoctrinate young people into the Nazi ideology.

Explain what is meant by “the Aryan Race” and why this terminology was used.

Explain the significant events, public policies, and experiences of the Holocaust.

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.

Explain the origins and purpose of ghettos in Europe.

Discuss life in the various ghettos.

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.

Examine the origins, purpose and conditions associated with various types of camps.

Explain the purpose of the death marches.

Describe the experience of Holocaust survivors following World War II.

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.

Analyze Hitler’s motivations for the annexations of Austria and the Sudetenland, and the invasion of Poland.

Describe how Jewish immigration was perceived and restricted by various nations from 1933 to 1939.

Explain the effect Nazi policies had on other groups targeted by the government of Nazi Germany.

Identify the various armed and unarmed resistance efforts in Europe from 1933 to 1945.

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.

Analyze how corporate complicity aided Nazi goals.

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.

Analyze the international community’s efforts to hold perpetrators responsible for their involvement in the Holocaust.

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.

Explain the effects of Holocaust denial on contemporary society.

Explain why it is important for current and future generations to learn from the Holocaust.

Recognize that antisemitism includes a certain perception of the Jewish people, which may be 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.

Discuss the impact and aftermath of the Holocaust.

Students will explain how eugenics, scientific racism and Social Darwinism provided a foundation for Nazi racial beliefs.

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.

Students will explain how the Nazis used propaganda, pseudoscience, and the law to transform Judaism from a religion to a race.

Students will compare the meaning of Aryan to the Nazi meaning of Aryan Race.

Students will explain how Nazi ideology supplanted prior beliefs.

Students will examine how the Nazis used the public education system to indoctrinate youth and children.

Students will explain the impact of the Hitler Youth Program and Band of German Maidens (German: Bund Deutscher Mädel).

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.”

Students will explain how opposing views were eliminated (e.g., book burnings, censorship, state control over the media).

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.

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.

Students will compare Germany’s political parties and their system of proportional representation in national elections from 1920 to 1932.

Students will recognize German culpability, reparations, and military downsizing as effects of the Treaty of Versailles.

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).

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.

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.

Students will explain the political, social, and economic applications of antisemitism that led to the organized pogroms against Jewish people.

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).

Students will explain why the Holocaust is history’s most extreme example of antisemitism.

Relate works in the arts (e.g., architecture, dance, music, theatre, visual arts) of varying styles and genre according to the periods in which they were created.

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.

Relate works in the arts to various cultures.

Explain philosophical beliefs as they relate to works in the arts.

Examine artistic response to social issues and new ideas in various cultures.

Analyze how current events are explained by artistic and cultural trends of the past.

Know terminology of art forms (e.g., narthex, apse, triforium of Gothic cathedral) within cultures and use appropriately in oral and written references.

Identify and analyze the historical, social, and cultural contexts of the arts.

Respond critically and aesthetically to various works in the arts.

Identify specific characteristics of works within various art forms (i.e., architecture, dance, film, literature, music, theatre, visual arts).

Classify styles, forms, types, and genres within art forms.

Apply various types of critical analysis (e.g., contextual, formal, and intuitive criticism) to works in the arts, including the types and use of symbolism within art forms and their philosophical implications.

Examine the effects that works in the arts have on groups, individuals, and cultures.

Describe how historical, social, cultural, and physical settings influence an audience's aesthetic response.

Understand how transportation, trade, communication, science, and technology influence the progression, and regression of cultures.

Analyze the effects of transportation, trade, communication, science and technology on the preservation and diffusion of culture.

Identify social, moral, ethical, religious, and legal issues arising from technological and scientific developments, and examine the influence on works of art within a culture.

Identify contributions made by various world cultures through trade and communication, and form a hypothesis on future contributions and changes.

Identify the meaning, history and value of psychology and its role as a social science.

Define psychology as a discipline and identify its goals as a science.

Describe the emergence of psychology as a scientific discipline.

Describe perspectives employed to understand behavior and mental processes.

Discuss the value of both basic and applied psychological research with human and non-human animals.

Describe the major subfields of psychology.

Identify the important role psychology plays in benefiting society and improving people’s lives.

Identify various factors of culture and examine their effects on those living in a given culture.

Define culture and diversity.

Discuss psychological research examining differences in individual cognitive and physical abilities.

Examine societal treatment of people with disabilities, and the effect of treatment by others on individual identity/status.

Identify how cultures change over time and vary within nations and internationally.

Discuss the relationship between culture and conceptions of self and identity.

Discuss psychological research examining race and ethnicity.

Discuss psychological research examining socioeconomic status.

Discuss how privilege and social power structures relate to stereotypes, prejudice, and discrimination.

Discuss psychological research examining gender similarities and differences, and the impact of gender discrimination.

Discuss the psychological research on gender and how the roles of women and men in societies are perceived.

Examine how perspectives affect stereotypes and treatment of minority and majority groups in society.

Understand the types, processes, and storage of memory, including strategies for improving memory.

Identify factors that influence encoding.

Discuss the factors influencing how memories are retrieved.

Explain how memories can be malleable.

Discuss strategies for improving the retrieval of memories.

Characterize the difference between shallow (surface) and deep (elaborate) processing.

Discuss strategies for improving the encoding of memory.

Describe the differences between working memory and long-term memory.

Identify and explain biological processes related to how memory is stored.

Discuss types of memory and memory disorders (e.g., amnesias, dementias).

Discuss strategies for improving the storage of memories.

Analyze the importance of retrieval cues in memory.

Explain the role that interference plays in retrieval.

Understand the types, processes, and storage of memory, including strategies for improving memory.

Define cognitive processes involved in understanding information.

Define processes involved in problem solving and decision making.

Discuss non-human problem-solving abilities.

Describe obstacles to problem solving.

Describe obstacles to decision making.

Describe obstacles to making good judgments.

Define intelligence and identify methods of assessment, analysis, and external influences on intelligence.

Discuss intelligence as a general factor.

Discuss alternative conceptualizations of intelligence.

Describe the extremes of intelligence.

Discuss the history of intelligence testing, including historical use and misuse in the context of fairness.

Identify current methods of assessing human abilities.

Identify measures of and data on reliability and validity for intelligence test scores.

Discuss issues related to the consequences of intelligence testing.

Discuss the influences of biological, cultural, and environmental factors on intelligence.

Understand the role and processes of human and non-human motivation.

Explain biologically based theories of motivation.

Explain cognitively based theories of motivation.

Explain humanistic theories of motivation.

Explain the role of culture in human motivation.

Discuss eating behavior.

Discuss achievement motivation.

Discuss other ways in which humans and non-human animals are motivated.

Understand the role and processes of human and non-human emotion.

Explain the biological and cognitive components of emotion.

Discuss psychological research on basic human emotions.

Differentiate among theories of emotional experience.

Explain how biological factors influence emotional interpretation and expression.

Explain how culture and gender influence emotional interpretation and expression.

Explain how other environmental factors influence emotional interpretation and expression.

Identify biological and environmental influences on the expression experience of negative emotions, such as fear.

Identify biological and environmental influences on the expression and experience of positive emotions, such as happiness.

Identify and categorize psychological disorders, including causes, symptoms, and impact to the individual and those around them.

Evaluate psychodynamic theories.

Discuss self-concept.

Analyze how individualistic and collectivistic cultural perspectives relate to personality.

Evaluate trait theories.

Evaluate humanistic theories.

Evaluate social-cognitive theories.

Differentiate personality assessment techniques.

Discuss the reliability and validity of personality assessment techniques.

Discuss biological and situational influences.

Discuss stability and change.

Discuss connection to health and work on personality.

Identify and categorize psychological disorders, including examples of the causes, diagnosis and impact to family and community.

Define psychologically abnormal behavior.

Describe historical and cross-cultural views of abnormality.

Describe major models of abnormality.

Discuss how stigma relates to abnormal behavior.

Discuss the impact of psychological disorders on the individual, family, and society.

Describe the classification of psychological disorders.

Discuss the challenges associated with diagnosis.

Describe symptoms and causes of major categories of psychological disorders (i.e., schizophrenic, mood, anxiety, personality disorders).

Evaluate how different factors influence an individual’s experience of psychological disorders.

Explore the history, methods and efficacy of treating psychological disorders, including support resources.

Explain how psychological treatments have changed over time and among cultures.

Identify ethical challenges involved in delivery of treatment.

Identify national and local resources available to support individuals with psychological disorders and their families (e.g., NAMI and support groups).

Match methods of treatment to psychological perspectives.

Explain why psychologists use a variety of treatment options.

Identify biomedical treatments.

Identify psychological treatments.

Describe appropriate treatments for different age groups.

Evaluate the efficacy of treatments for particular disorders.

Identify other factors that improve the efficacy of treatment.

Identify treatment providers for psychological disorders and the training required for each.

Define stress and explain the physiological and psychological effects of it on the human body, and identify strategies for coping with or minimizing it.

Define stress as a psychophysiological reaction.

Identify and explain potential sources of stress.

Explain physiological and psychological consequences of stress for health.

Identify and explain physiological, cognitive, and behavioral strategies to deal with stress.

Identify ways to promote mental health and physical fitness.

Describe the characteristics of and factors that promote resilience and optimism.

Distinguish between effective and ineffective means of dealing with stressors and other health issues.

Identify the role of the scientific method in psychology, common methods and pitfalls of data collection, and interpretation and the importance of ethics in psychological experimentation.

Describe the scientific method and its role in psychology.

Interpret graphical representations of data as used in both quantitative and qualitative methods.

Explain other statistical concepts, such as statistical significance and effect size.

Explain how validity and reliability of observations, and measurements relate to data analysis.

Describe and compare a variety of quantitative (e.g., surveys, correlations, experiments) and qualitative (e.g., interviews, narratives, focus groups) research methods.

Define systematic procedures used to improve the validity of research findings, such as external validity.

Discuss how and why psychologists use non-human animals in research.

Identify ethical standards psychologists must address regarding research with human participants.

Identify ethical guidelines psychologists must address regarding research with non-human animals.

Define descriptive statistics and explain how they are used by psychological scientists.

Define forms of qualitative data and explain how they are used by psychological scientists.

Define correlation coefficients and explain their appropriate interpretation.

Identify careers in psychological science, including pathways and resources as well as the impact to both domestic, and global issues.

Identify careers in psychological science and practice.

Identify resources to help select psychology programs for further study.

Identify degree requirements for psychologists and psychology-related careers.

Identify careers related to psychology.

Discuss ways in which psychological science addresses domestic and global issues.

Identify careers in psychological science that have evolved as a result of domestic and global issues.

Identify the biological bases of human and animal behavior.

Identify the major divisions and subdivisions of the human nervous system.

Describe the interactive effects of heredity and environment.

Explain how evolved tendencies influence behavior.

Identify tools used to study the nervous system.

Describe advances made in neuroscience.

Discuss issues related to scientific advances in neuroscience and genetics.

Identify the parts of the neuron and describe the basic process of neural transmission.

Differentiate between the structures and functions of the various parts of the central nervous system.

Describe lateralization of brain functions.

Discuss the mechanisms and the importance of plasticity of the nervous system.

Describe how the endocrine glands are linked to the nervous system.

Describe the effects of hormones on behavior and mental processes.

Describe hormone effects on the immune system.

Describe concepts in genetic transmission.

Demonstrate an understanding of the mechanisms of sensory systems and how sensory information is processed to develop our perceptions.

Discuss processes of sensation and perception and how they interact.

Describe perceptual illusions.

Describe the nature of attention.

Explain how experiences and expectations influence perception.

Explain the concepts of threshold and adaptation.

List forms of physical energy for which humans and non-human animals do and do not have sensory receptors.

Describe the visual sensory system.

Describe the auditory sensory system.

Describe other sensory systems, such as olfaction, gestation, and somesthesis (e.g., skin senses, kinesthesis, vestibular sense).

Explain Gestalt principles of perception.

Describe binocular and monocular depth cues.

Describe the importance of perceptual constancies.

Identify various states of consciousness and the effects of psychoactive substances on consciousness.

Identify states of consciousness.

Evaluate the biological and psychological effects of psychoactive drugs.

Explain how culture and expectations influence the use and experience of drugs.

Describe meditation and relaxation and their effects.

Describe hypnosis and controversies surrounding its nature and use.

Describe flow states.

Distinguish between processing that is conscious (i.e., explicit) and other processing that happens without conscious awareness (i.e., implicit).

Describe the circadian rhythm and its relation to sleep.

Describe the sleep cycle.

Compare theories about the functions of sleep.

Describe types of sleep disorders.

Compare theories about the functions of dreams.

Characterize the major categories of psychoactive drugs and their effects.

Describe how psychoactive drugs act at the synaptic level.

Develop an understanding of the progression of the human life span, and examine the biological, psychological, and social factors that contribute to growth.

Explain the interaction of environmental and biological factors in development, including the role of the brain in all aspects of development.

Describe newborns’ reflexes, temperament, and abilities.

Describe physical and motor development in infancy.

Describe how infant perceptual abilities and intelligence develop.

Describe the development of attachment and the role of the caregiver.

Describe the development of communication and language in infancy.

Describe physical and motor development in childhood.

Describe how memory and thinking ability develops in childhood.

Describe social, cultural, and emotional development through childhood.

Identify major physical changes in adolescence.

Describe the development of reasoning and morality in adolescence.

Explain issues of continuity versus discontinuity and stability versus change.

Describe identity formation in adolescence.

Discuss the role of family and peers in adolescent development.

Identify major physical changes associated with adulthood and aging.

Describe cognitive changes in adulthood and aging.

Discuss social, cultural, and emotional issues in aging.

Distinguish methods used to study development.

Describe the role of sensitive and critical periods in development.

Discuss issues related to the end of life.

Discuss theories of cognitive development.

Discuss theories of moral development.

Discuss theories of social development.

Describe physical development from conception through birth and identify influences on prenatal development.

Develop an understanding on the theories of learning.

Describe the principles of classical conditioning.

Describe clinical and experimental examples of classical conditioning.

Apply classical conditioning to everyday life.

Describe the Law of Effect.

Describe the principles of operant conditioning.

Describe clinical and experimental examples of operant conditioning.

Apply operant conditioning to everyday life.

Describe the principles of observational and cognitive learning.

Apply observational and cognitive learning to everyday life.

Develop an understanding of the language acquisition process and the structure of language.

Describe the structure and function of language.

Discuss the relationship between language and thought.

Explain the process of language acquisition.

Discuss how acquisition of a second language can affect language development and possibly other cognitive processes.

Evaluate the theories of language acquisition.

Identify the brain structures associated with language.

Discuss how damage to the brain may affect language.

Identify the factors that influence human social interaction.

Describe attributional explanations of behavior.

Discuss influences upon aggression and conflict.

Discuss factors influencing attraction and relationships.

Describe the relationship between attitudes (implicit and explicit) and behavior.

Identify persuasive methods used to change attitudes.

Describe the power of the situation.

Describe the effects of others’ presence on an individual’s behavior.

Describe how group dynamics influence behavior.

Discuss how an individual influences group behavior.

Discuss the nature and effects of stereotyping, prejudice, and discrimination.

Describe determinants of prosocial behavior.

Identify methods and strategies of research and examine the contributions of sociology to the understanding of social issues.

Discuss the development of the field of sociology as a social science.

Identify early leading theorists within social science.

Compare sociology with other social science disciplines.

Examine changing points of view of social issues such as poverty, crime, and discrimination.

Evaluate various types of sociologic research methods.

Distinguish fact from opinion in data sources to analyze various points of view about a social issue.

Determine cause-and-effect relationship issues among events as they relate to sociology.

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.

Develop a working definition of sociology that has personal application.

Examine the influence on the individual and the way cultural transmission is accomplished.

Define the key components of a culture such as knowledge, language and communication, customs, values, norms, and physical objects.

Identify both rights and responsibilities the individual has to the group.

Demonstrate democratic approaches to managing disagreements and resolving conflicts within a culture.

Compare and contrast ideas about citizenship and cultural participation from the past with those of the present community.

Explain the differences between a culture and a society.

Recognize the influences of genetic inheritance and culture on human behavior.

Give examples of subcultures and describe what makes them unique.

Compare social norms among various subcultures.

Identify the factors that promote cultural diversity within the United States.

Explain how various practices of the culture create differences within group behavior.

Compare and contrast different types of societies, such as hunting and gathering, agrarian, industrial, and post-industrial.

Prepare original written and oral reports and presentations on specific events, people, or historical eras.

Identify how social status influences individual and group behaviors, and how that status relates to the position a person occupies within a social group.

Describe how social status affects social order.

Explain how roles and role expectations can lead to role conflict.

Examine and analyze various points of view relating to historical and current events.

Explore the impacts of social groups on individual and group behavior.

Describe how individuals are affected by the different social groups to which they belong.

Distinguish the degree of assimilation that ethnic, cultural, and social groups achieve with the United States culture.

Discuss how humans interact in a variety of social settings.

Determine the cultural patterns of behavior within such social groups as rural versus urban or rich versus poor.

Investigate and compare the ideas about citizenship and cultural participation of social groups from the past with those of the present community.

Identify major characteristics of social groups familiar to the students.

Examine the way that groups function, such as roles, interactions, and leadership.

Discuss the social norms of at least two groups to which the student belongs.

Analyze what can occur when the rules of behavior are broken and analyze the possible consequences for unacceptable behavior.

Identify the various types of norms (e.g., folkways, mores, laws, taboos) and explain why these rules of behavior are considered important to society.

Discuss the concept of deviance and how society discourages deviant behavior using social control.

Explain how students are members of primary and secondary groups and how those group memberships influence students’ behavior.

Discuss how formal organizations influence behavior of their members.

Identify the effects of social institutions on individual and group behavior.

Identify basic social institutions and explain their impact on individuals, groups, and organizations within society and how they transmit the values of society.

Identify both rights and responsibilities the individual has to primary and secondary groups.

Demonstrate democratic approaches to managing disagreements and solving conflicts within a social institution.

Explain how roles and role expectations can lead to role conflict.

Discuss the concept of political power and factors that influence political power.

Discuss how societies recognize rites of passage.

Investigate stereotypes of the various United States subcultures, such as “American Indian,” “American cowboys,” teenagers,” “Americans,” “gangs” and “hippies,” from a world perspective.

Define ethnocentrism and explain how it can be beneficial or destructive to a culture.

Identify the factors that influence change in social norms over time.

Use various resources to interpret information about cultural life in the United States and other world cultures, both in the past and today.

Analyze the primary and secondary groups common to different age groups in society.

Conduct research and analysis on an issue associated with social structure or social institutions.

Examine the changing nature of society.

Describe how and why societies change over time.

Propose a plan to improve a social structure, and design the means needed to implement the change.

Cite examples of the use of technology in social research.

Evaluate a current issue that has resulted from scientific discoveries and/or technological innovations.

Examine various social influences that can lead to immediate and long-term changes.

Describe how collective behavior can influence and change society.

Examine how technological innovations and scientific discoveries have influenced major social institutions.

Discuss how social interactions and culture could be affected in the future due to innovations in science, and technological change.

Describe how the role of the mass media has changed over time and project what changes might occur in the future.

Distinguish major differences between social movements and collective behavior with examples from history and the contemporary world.

Investigate the consequences in society as result of changes.

Trace the development of the use of a specific type of technology in the community.

Analyze a range of social problems in today’s world.

Identify characteristics of a “social” problem, as opposed to an “individual” problem.

Describe how social problems have changed over time.

Explain how patterns of behavior are found with certain social problems.

Discuss the implications of social problems for society.

Examine how individual and group responses are often associated with social problems.

Evaluate possible solutions to resolving social problems and the consequences that might result from those solutions.

Survey local agencies involved in addressing social problems to determine the extent of the problems in the local community.

Design and carry out school- and community-based projects to address a local aspect of a social problem.

Examine the role of the individual as a member of the community; explore both individual and collective behavior.

Describe traditions, roles, and expectations necessary for a community to continue.

Investigate how incorrect communications, such as rumors or gossip, can influence group behavior.

Describe how collective behavior (working in groups) can influence and change society. Use historical and contemporary examples to define collective behavior.

Discuss theories that attempt to explain collective behavior.

Define a social issue to be analyzed.

Examine factors that could lead to the breakdown and disruption of an existing community.

Discuss the impact of leaders of different social movements.

Define propaganda and discuss the methods of propaganda used to influence social behavior.

Discuss both the benefits and social costs of collective behavior in society.

Identify a community social problem and discuss appropriate actions to address the problem.

Utilize historical inquiry skills and analytical processes.

Use timelines to establish cause and effect relationships of historical events.

Compare time measurement systems used by different cultures.

Interpret and evaluate primary and secondary sources.

Explain how historians use historical inquiry and other sciences to understand the past.

Compare conflicting interpretations or schools of thought about world events and individual contributions to history (historiography).

Evaluate the role of history in shaping identity and character.

Recognize significant events, figures, and contributions of medieval civilizations (Byzantine Empire, Western Europe, Japan).

Locate the extent of Byzantine territory at the height of the empire.

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.

Describe the rise and achievements of significant rulers in medieval Europe.

Recognize the importance of Christian monasteries and convents as centers of education, charitable and missionary activity, economic productivity, and political power.

Explain how Western civilization arose from a synthesis of classical GrecoRoman civilization, Judeo-Christian influence and the cultures of northern European peoples promoting a cultural unity in Europe.

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.

Determine the factors that contributed to the growth of a modern economy.

Trace the growth and development of a national identity in the countries of England, France, and Spain.

Identify key figures, artistic and intellectual achievements of the medieval period in Western Europe.

Describe developments in medieval English legal and constitutional history and the importance leading to the rise of modern democratic institutions and procedures.

Describe the impact of Japan's physiography on its economic and political development.

Describe the impact of Constantine the Great's establishment of "New Rome" (Constantinople) and his recognition of Christianity as a legal religion.

Summarize the major cultural, economic, political, and religious developments in medieval Japan.

Compare Japanese feudalism with Western European feudalism during the Middle Ages.

Describe Japan's cultural and economic relationship to China and Korea.

Analyze the extent to which the Byzantine Empire was a continuation of the old Roman Empire and in what ways it was a departure.

Identify key figures associated with the Byzantine Empire.

Explain the contributions of the Byzantine Empire.

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.

Analyze causes (e.g., Justinian's Plague, ongoing attacks from the "barbarians," the Crusades, internal political turmoil) of the decline of the Byzantine Empire.

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.

Analyze the impact of the collapse of the Western Roman Empire on Europe.

Recognize significant events, figures and contributions of Islamic, Mesoamerican, South American and Sub-Saharan African civilizations.

Discuss significant people and beliefs associated with Islam.

Identify key significant economic, political, and social characteristics of Ghana.

Identify key figures and significant economic, political, and social characteristics associated with Mali.

Identify key figures and significant economic, political, and social characteristics associated with Songhai.

Compare economic, political, and social developments in East, West, and South Africa.

Examine the internal and external factors that led to the fall of the empires of Ghana, Mali, and Songhai.

Analyze the legacies of the Olmec, Zapotec and Chavin on later Mesoamerican and South American civilizations.

Locate major civilizations of Mesoamerica and Andean South America.

Describe the roles of people in the Maya, Inca, and Aztec societies.

Compare the key economic, cultural, and political characteristics of the major civilizations of Mesoamerican and South America.

Determine the impact of significant Meso and South American rulers such as Pacal the Great, Moctezuma I, and Huayna Capac.

Compare the major beliefs and principles of Judaism, Christianity, and Islam.

Determine the causes, effects, and extent of Islamic military expansion through Central Asia, North Africa, and the Iberian Peninsula.

Describe the expansion of Islam into India and the relationship between Muslims and Hindus.

Describe the achievements, contributions and key figures associated with the Islamic Golden Age.

Describe key economic, political, and social developments in Islamic history.

Analyze the causes, key events, and effects of the European response to Islamic expansion beginning in the 7th century.

Identify important figures associated with the Crusades.

Trace the growth of major sub-Saharan African kingdoms and empires.

Analyze the causes, events and effects of the Renaissance, Reformation, Scientific Revolution and Age of Exploration.

Identify the economic and political causes for the rise of the Italian citystates (i.e., Florence, Milan, Naples, Rome, Venice).

Identify the major contributions of individuals associated with the Scientific Revolution.

Summarize the causes that led to the Age of Exploration and identify major voyages and sponsors.

Evaluate the scope and impact of the Columbian Exchange on Europe, Africa, Asia, and the Americas.

Examine the various economic and political systems of Portugal, Spain, the Netherlands, France, and England in the Americas.

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.

Explain the origins, developments, and impact of the trans-Atlantic slave trade between West Africa and the Americas.

Recognize major influences on the architectural, artistic, and literary developments of Renaissance Italy (i.e., Classical, Byzantine, Islamic, Western European).

Identify the major artistic, literary, and technological contributions of individuals during the Renaissance.

Identify characteristics of Renaissance humanism in works of art.

Describe how ideas from the Middle Ages and Renaissance led to the Scientific Revolution.

Describe how scientific theories and methods of the Scientific Revolution challenged those of the early classical and medieval periods.

Identify criticisms of the Roman Catholic Church by individuals such as Wycliffe, Hus and Erasmus, and the impact on later reformers.

Summarize religious reforms associated with Luther, Calvin, Zwingli, Henry VIII and John of Leyden and the effects of the Reformation on Europe.

Analyze the Roman Catholic Church's response to the Protestant Reformation in the forms of the Counter and Catholic Reformation.

Analyze the causes, events and effects of the Enlightenment and its impact on the American, French, and other Revolutions.

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.

Identify major causes of the Enlightenment.

Summarize the major ideas of Enlightenment philosophers.

Evaluate the impact of Enlightenment ideals on the development of economic, political, and religious structures in the Western world.

Analyze the extent to which the Enlightenment impacted the American and French Revolutions.

Summarize the important causes, events, and effects of the French Revolution including the rise and rule of Napoleon.

Describe the causes and effects of 19th century Latin American and Caribbean independence movements led by people including Bolivar, de San Martin, and Louverture.

Understand the development of Western and non-Western nationalism, industrialization and imperialism, and the significant processes and consequences of each.

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.

Summarize the social and economic effects of the Industrial Revolution.

Compare the philosophies of capitalism, socialism and communism as described by Adam Smith, Robert Owen, and Karl Marx.

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.

Summarize the causes, key events, and effects of the unification of Italy and Germany.

Analyze the causes and effects of imperialism.

Identify major events in China during the 19th and early 20th centuries related to imperialism.

Recognize significant causes, events, figures and consequences of the Great War period, and the impact on worldwide balance of power.

Analyze the causes of World War I, including the formation of European alliances and the roles of imperialism, nationalism, and militarism.

Summarize the causes and effects of President Truman's decision to drop the atomic bombs on Japan.

Describe the effects of World War II.

Describe the changing nature of warfare during World War I.

Summarize significant effects of World War I.

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.

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.

Analyze the restriction of individual rights and the use of mass terror against populations in the Soviet Union, Nazi Germany, and occupied territories.

Trace the causes and key events related to World War II.

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.

Identify the wartime strategy and post-war plans of the Allied leaders.

Recognize significant events and people from the post-World War II and Cold War eras.

Identify the United States and Soviet aligned states of Europe, and contrast their political and economic characteristics.

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.

Describe characteristics of the early Cold War.

Summarize key developments in post-war China.

Summarize the causes and effects of the arms race and proxy wars in Africa, Asia, Latin America, and the Middle East.

Identify the factors that led to the decline and fall of communism in the Soviet Union and Eastern Europe.

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.

Compare post-war independence movements in African, Asian, and Caribbean countries.

Describe the rise and goals of nationalist leaders in the post-war era and the impact of their rule on their societies.

Analyze the successes and failures of democratic reform movements in Africa, Asia, the Caribbean and Latin America.

Identify major economic, political, social, and technological trends beginning in the 20th century.

Identify major scientific figures and breakthroughs of the 20th century, and assess their impact on contemporary life.

Describe the causes and effects of post-World War II economic and demographic changes.

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.

Describe the causes and effects of 20th century nationalist conflicts.

Assess the social and economic impact of pandemics on a global scale, particularly within the developing and under-developed world.

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.

Describe the impact of and global response to international terrorism.

Instruction includes understanding why a borrower who has made a down payment has an incentive to repay a loan or make payments on time.

Provide opportunities for students to use manipulatives when investigating concepts.

Instruction includes comparing the benefits, costs, and the return on investment of a college education to those of a technical school.

Instruction includes understanding that local taxes are dedicated to a particular use, such as schools or local infrastructure projects.

Instruction includes understanding the different components of an account, such as the routing number and the account number.

Instruction includes understanding why a financial advisor might encourage a client to include stocks, bonds, and real estate assets in his or her portfolio.

Instruction includes understanding unsecured versus secured credit cards.

Instruction emphasizes that users may be entering into a contract when agreeing to terms and conditions on webpages or applications.

Instruction includes evaluating the benefits and costs of entrepreneurship.

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.

Instruction emphasizes that contracts are legally binding and breaking a contract may have consequences.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

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.

Personal financing options include debit cards, credit cards, installment plans and loans.

Instruction includes how values may vary from person to person.

Develop students’ ability to analyze and problem solve.

Instruction includes various career pathways including those that do not require college attendance.

Instruction includes comparing the unemployment rates of workers with different levels of education.

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.

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.

Instruction includes understanding that having insurance may result in the policyholder taking more risks.

Instruction includes pay off plans for a business and for an individual.

Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.

Instruction includes the role of Federalist No. 14 in determining the economic system of the United States.

Instruction includes understanding that an inheritance is money or assets a person has been bequeathed when someone passes.

Instruction includes the role of personal incentives in promoting and achieving economic prosperity.

Instruction includes the identification of the governmental agency that receives tax revenue for a specific tax.

Instruction includes creating a detailed plan for an inheritance.

Instruction includes the comparison of different plans to pay off the debt.

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.

Foster perseverance in students by choosing tasks that are challenging.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

Instruction includes the tax implications of being an entrepreneur such as the self-employment tax.