Florida SS.8.A.3
Florida Standard (Benchmark Cluster)
Demonstrate an understanding of the causes, course and consequences of the American Revolution and the founding principles of our nation.
Florida Next Generation Sunshine State Standards for Social Studies
Cluster contents
Benchmarks in This Standard
SS.8.A.3 is a Florida social studies standard. These are the benchmarks under it.
- SS.8.A.3.1
Explain the consequences of the French and Indian War in British policies for the American colonies from 1763 - 1774.
- SS.8.A.3.2
Explain American colonial reaction to British policy from 1763 - 1774.
- SS.8.A.3.3
Recognize the contributions of the Founding Fathers (e.g., John Adams, Sam Adams, Benjamin Franklin, John Hancock, Alexander Hamilton, Thomas Jefferson, James M...
- SS.8.A.3.4
Examine the contributions of influential groups to both the American and British war efforts during the American Revolutionary War and their effects on the outc...
- SS.8.A.3.5
Describe the influence of individuals on social and political developments during the Revolutionary era.
- SS.8.A.3.6
Examine the causes, course, and consequences of the American Revolution.
- SS.8.A.3.7
Examine the structure, content, and consequences of the Declaration of Independence.
- SS.8.A.3.8
Examine individuals and groups that affected political and social motivations during the American Revolution.
- SS.8.A.3.9
Evaluate the structure, strengths, and weaknesses of the Articles of Confederation and its aspects that led to the Constitutional Convention.
- SS.8.A.3.10
Examine the course and consequences of the Constitutional Convention (e.g., New Jersey Plan, Virginia Plan, Great Compromise, Three-Fifths Compromise, compromis...
- SS.8.A.3.11
Analyze support and opposition (Federalists, Federalist Papers, Anti-Federalists, Anti-Federalist Papers, and the Bill of Rights) to ratification of the U.S. Co...
- SS.8.A.3.12
Examine the influences of George Washington's presidency in the formation of the new nation.
- SS.8.A.3.13
Explain major domestic and international economic, military, political, and socio-cultural events of John Adams' presidency.
- SS.8.A.3.14
Explain major domestic and international economic, military, political, and socio-cultural events of Thomas Jefferson's presidency.
- SS.8.A.3.15
Examine this time period (1763-1815) from the perspective of historically under-represented groups (e.g., children, indentured servants, Native Americans, slave...
- SS.8.A.3.16
Examine key events in Florida history as each impacts this era of American history.
Teacher's field guide
What This Cluster Means
What Students Need to Do
- Students explain why colonists broke with Britain, trace major events of the war, and describe what changed after independence. They connect ideas about rights and government by consent to the new nation's founding documents.
What Mastery Looks Like
- A student can link a British tax, a colonial protest, and the decision to declare independence. They can place key wartime events in order and use a passage from the Declaration of Independence to explain a founding principle.
Common Misconceptions
- Students may think one tax caused the war or that independence was won as soon as it was declared. They may also assume the promise of equal rights applied to everyone in the new nation.
How to Assess It
- Give students four cards: Stamp Act, Declaration of Independence, Saratoga, and Treaty of Paris. Ask them to put the cards in order, explain one cause and one result of independence, and name one principle in the Declaration.
Lesson moves
Ways to Teach It
Give groups event cards and string; have them build a classroom timeline from the Stamp Act through the Treaty of Paris.
Ask students to write three sentences answering, 'Who did the Declaration promise rights to, and who was left out?'
Play a cause-and-effect matching game with cards for British actions, colonial responses, wartime events, and outcomes.
Show a school rule change and have students compare how students can challenge it with how colonists challenged British rule.
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