Florida SS.8.HC.1.1

Social Studies8th GradeHistory of Communism

The Standard

Examine early attempts at communal living in American society and their effect on economic stability and societal prosperity.

Florida Next Generation Sunshine State Standards for Social Studies

Teacher's field guide

What This Standard Means

What Students Need to Do

Students investigate communities such as Plymouth, New Harmony, Brook Farm, the Shakers, and Oneida. They explain how shared property, labor, leadership, and incentives affected production, stability, and daily life.

What Mastery Looks Like

Students compare at least two communities using evidence about work, food, property, membership, and survival. They make a supported judgment about why each community endured, changed, or failed.

Common Misconceptions

Students may assume every communal settlement followed the same rules or rejected all private property. They may confuse voluntary communities with later state-run communist systems. They may also treat a community's short lifespan as proof that it had no social impact.

How to Assess It

Give students a short source and production table from New Harmony. Ask: Did its communal system support economic stability, and what two details support your answer?

Lesson moves

Ways to Teach It

  1. Give groups shared tokens, work cards, and food costs, then compare equal distribution with rewards based on completed work.

  2. Ask students to write which mattered more to a community's survival, shared beliefs, strong leadership, or economic incentives.

  3. Use community profile cards for a matching game linking Plymouth, New Harmony, Brook Farm, Shakers, and Oneida to outcomes.

  4. Compare one historical community with a modern housing cooperative, noting who joins, what members share, and how decisions are made.

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Printable SS.8.HC.1.1 Worksheet

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