Good morning, friends. Last Friday, the Florida Department of Education released the new civics, character education, and Holocaust education standards for public comment. While you should review all of the standards and provide feedback, let’s focus on the new and revised civics benchmarks. This post provides access to an overview chart for each set of civics standards. You can provide feedback on these changes here. Feedback is open until April 23rd. Let’s start with K-5.

K-5 Civics Standards Comparison Chart

The most significant changes, besides rewording and merging, is an increased emphasis on patriotism and symbols of both Florida and the US. These are both significantly expanded in the revised/new benchmarks. 

6th (World) and 8th (US) Civics Standards Comparison Chart

There are two new 6th grade benchmarks; one deals with the rule of law and the other deals with the leadership and civic virtues of Roman leaders. 
The most significant changes occur at 8th grade (US History). There is a whole new standard 3, and significant reorganizing of the benchmarks as a result. There are 4 new benchmarks. one deals with comparing the US to other nations; one compares the responsibilities of citizens at different levels of government; one deals with rule of law; one deals with changes to the Florida Constitution between 1838 and 1868. 

7th Grade Civics Standards Comparison Chart

The most significant changes to note (and keep in mind that these are not all the proposed changes):  
1.9 now includes ancient law codes in discussion of rule of law (10 Commandments, Hammurabi, 12 Tables);
NEW benchmark 1.10 adds large number of additional documents and asks about influence of english constitution and common law, republicanism, religion (Hebraic and Christian) and enlightenment ideas;
NEW benchmark 1.11 moves the 6th grade Greco-Roman stuff to 7th as well
NEW benchmark 1.12 has students recognize Judeo-Christian values and their influence on the Founding and documents
NEW 2.5 for jury system, moved from original 3.11
2.8 (political parties) has been completely eliminated
2.9 now only addresses constitutional qualifications for office
2.14 Conduct a service project is eliminated
3.1 changes from comparing different forms of govt to analyzing advantages of US constitutional republic as compared to other forms
3.2 changes from comparing systems to explaining advantages of federal system over other forms
3.6 (evaluate rights and their impact) deleted and merged with others
3.9 Illustrate the lawmaking process deleted
3.12 Dred Scott added to cases
NEW 3.13 explains advantages of capitalism and free market over socialism and communism
4.1 domestic and foreign policy deletes 2 clarifications
4.2 international orgs deletes 1 clarification and merges two others
NEW 4.4 adds Electoral College
NEW 4.5 has students explain how governing philosophy of US contributes to nation’s success

9-12 Civics Standards Comparison Chart

The following is a list of the most significant changes (please note that this does not include everything you will see in the document linked above): 
1.1 has been completely revised. students are focusing on the arguments in the Federalist Papers instead of evaluating, taking positions, and defending positions on principles. 
1.2 explicitly emphasizes the Enlightenment and adds additional ideas students should know
1.3 changes from evaluate ideals and principles to analyze and changes language to state constitutional republic instead of democracy
NEW Benchmark (similar as new 7.C.1.12): SS.912.C.1.5 Analyze the influence of Judeo-Christian values on America’s Founding ideals and documents.• Students will recognize Judeo-Christian principles of law and government in primary sources (e.g., rule of law, God-given rights, equality of mankind, limited
government, separation of powers, consent of the governed) in primary sources to including but not limited to, the Articles, Lawes and Orders, Divine, Politique and
Martiall for the Colony in Virginea (1610-1611); Fundamental Orders of Connecticut (1639); Massachusetts Body of Liberties (1641); Constitution of
Massachusetts (1780))
2.3 (responsibilities of citizens) has some major changes to the clarifications
2.4 (public good) deletes several clarifications
2.5 (service project) deleted completely 
original 2.9 (expansion of rights and liberties) is now 2.8 has merged most clarifications into one single clarification and removed parentheticals
original 2.11 (analyze public policy solutions) merged with original 2.10 (monitor public issues) to create new 2.9
original 2.15 (political parties, interest groups, media, individuals, public policy) is now 2.13 and reduced to a single clarification looking at historical examples. benchmark language also changed to simply explaining impact. 
3.5 (regulatory agencies) changed significantly to look at interaction; several clarifications deleted, replaced with simply identification and explain purpose and effect. 
3.8 (role of judges) has an error (duplicate clarifications). I THINK there will be no changes. 
3.10 Roe v Wade deleted from case list, new clarification relating to Bill of Rights
3.12 (judicial decision making process) revised from simulate to explain; most original clarifications deleted. 
3.15 changed significantly to focus on how constitution protects freedom and liberty
NEW 3.16 SS.912.C.3.16 Explain how issues between Florida, other states and the federal government are resolved.● Students will explain the concept of federalism as it applies to each issue.
● Students will use historical and issue-based scenarios to demonstrate understanding of how disputes between Florida, other states and the federal government are
resolved (e.g., water rights arguments between Florida and Georgia, federal and state conflict over rights to adjacent waters and seabeds, civil rights)
4.1 changed SIGNIFICANTLY from ‘explain how the world’s nations are governed differently’ to SS.912.C.4.1 Analyze the advantages of the United States constitutional republic and free market economic system over authoritarianism (e.g., autocratic or oligarchic) and government-controlled economic systems (e.g., socialism and communism
4.3 changed significantly from ‘assess human rights policies of the US and other countries to SS.912.C.4.3 Explain how United States foreign policy protects human rights around the world
NEW4.5 is the original 7.C.4.1 (domestic and foreign policy)
NEW 4.6 is similar to new 7.C.4.5: SS.912.C.4.6 Analyze how the governing philosophy of the United States contributes to the nation’s success.● Students will compare the success of the United States to the success or failure of other nations with regard to their governing philosophies.
● Students will objectively analyze the past and present effects of various governing philosophies.
● Students will justify their conclusions about the likely future effects of various governing philosophies.

Again, these are the ‘highlights’. Please review the linked charts above and the draft document to see a comparison of the changes as a whole. 

You can provide feedback on these changes here. Feedback is open until April 23rd!

Questions on the standards should be directed to Michael DiPierro, Director of Standards at FDOE.