Social Studies

Students gain knowledge of the world’s diverse political structures and practices through the study of government and politics in Great Britain, France, the Commonwealth of Independent States, China and developing nations. Emphasis is placed on general concepts used to interpret key political relationships found in national politics. Students are expected to take a final AP exam.

Students will develop an understanding of Europe within the context of history by examining connections to the past in order to prepare for the future as participating members of a global community. Students will use knowledge pertaining to history, geography, economics, political processes, religion, ethics, diverse cultures and humanities to solve problems in academic, civic, social and employment settings. Students are expected to take a final AP exam.

The purpose of this course is to enable students to develop higher levels of concepts and skills related to human geography. Students are expected to take a final AP exam.

Students study the choices they must make as producers, consumers, investors and taxpayers. The study of economics provides students with the knowledge and decision-making tools necessary for understanding how a society must organize its limited resources to satisfy its unlimited wants. Students are expected to take a final AP exam.

The purpose of this course is to have students learn about the factors that influence the economic system. Students are expected to take a final AP exam.

Through the study of psychology, students acquire an understanding of and an appreciation for human behavior, behavior interaction and the progressive development of individuals. This course prepares students to understand their own behavior and the behavior of others. Students are expected to take a final AP exam.

Students acquire a critical perspective of politics and government in the United States. They learn general concepts used to interpret American politics and analyze specific case studies. Students also become familiar with the various institutions, groups, beliefs and ideas that constitute the American political perspective. Students are expected to take a final AP exam.

Students study the development of the United States within the context of history by examining connections to the past to prepare for the future. Students use knowledge pertaining to history, geography, economics, political processes, religion, ethics, diverse cultures and humanities to solve problems in academic, civic, social and employment settings. Students are expected to take a final AP exam.

Students understand the development of Europe within the context of history by examining connections to the past in order to prepare for the future as participating members of a global community. Students use knowledge pertaining to history, geography, economics, political processes, religion, ethics, diverse cultures and humanities to solve problems in academic, civic, social and employment settings. Students are expected to take a final AP exam.

The grade 9-12 African-American History Honors course consists of the following content area strands: World History, American History, Geography, Humanities, Civics and Government. The primary content emphasis for this course pertains to the study of the chronological development of African Americans by examining the political, economic, social, religious, military and cultural events that affected the cultural group. Content will include, but is not limited to, West African heritage, the Middle Passage and Triangular Trade, the African Diaspora, significant turning points and trends in the development of African American culture and institutions, enslavement and emancipation, the Abolition, Black Nationalist, and Civil Rights movements, major historical figures and events in African-American history, and contemporary African-American affairs

This course consists of the following content area strands: World History, United States History, Geography, Humanities, Civics and Government. The primary content emphasis for this course pertains to the study of the chronological development of African-Americans by examining the political, economic, social, religious, military and cultural events that affected the cultural group. Content will include, but is not limited to, West African heritage, the Middle Passage and Triangular Trade, the African Diaspora, significant turning points and trends in the development of African-American culture and institutions, enslavement and emancipation, the Abolition, Black Nationalist, and Civil Rights movements, major historical figures and events in African-American history, and contemporary African-American affairs.

Students understand the development of African-American heritage within the context of a broad historical focus. Students examine connections to the past to prepare for the future as participating members of a democratic society.

The syllabus covers a range of basic economic ideas, including an introduction to the price system and government intervention, international trade and exchange rates, the measurement of employment and inflation, and the causes and consequences of inflation. Learners also study the price system, the theory of the firm, market failure, macroeconomic theory and policy, and economic growth and development.

The purpose of this course is to enable students to understand the developments that shaped Modern European History. This will be achieved with a holistic understanding of Europe as a geographic region from 1789 to 1939.

This course provides students with an appreciation of the need for understanding, respect and co-operation in conserving the environment and improving the quality of life both at a global scale and within the context of different cultural settings, an awareness of the usefulness of geographical analysis to understand and solve contemporary human and environmental problems, a sense of relative location, including an appreciation of the complexity and variety of natural and human environments.

The purpose of this course is to engage students in some of the major international issues of the nineteenth and twentieth centuries, analyzing the history of particular regions in more depth. The emphasis is on both historical knowledge and on the skills required for historical research.  Learners develop an understanding of the nature of cause and effect, continuity and change, similarity and difference and find out how to use and understand historical evidence as part of their studies.

Students in this course develop their appreciation of psychology by exploring the ways in which psychology is conducted. As part of their studies, learners also review important research, this provides an insight into the ways in which psychology has been applied, thereby leading to a better understanding of key approaches, research methods and issues and debates. This course includes four core areas of psychology, namely biological, cognitive, learning and social, it also relates psychology to abnormality, consumer behavior, health and organizations. 

This course encourages learners to appreciate the changing nature of travel and tourism and understand the importance of sustainability in the development and management of the industry

Candidates for Cambridge International A Level study all topics 1–7. 1 The changing nature of travel and tourism 1.1 Reasons people travel 1.2 Types of tourism 1.3 The changing structure of the travel and tourism industry 2 Travel and tourism destinations 2.1 Types of destination 2.2 The changing appeal of destinations to different external customer types 2.3 Changes in travel choices, including by more sustainable means 3 Trends in travel and tourism 3.1 Changing global tourism flows 3.2 The growth of sustainable tourism 3.3 Sustainable tourism in practice 4 Customer service in travel and tourism 4.1 How travel and tourism organisations serve customers and meet their needs 4.2 The importance of quality customer service 4.3 Ways of assessing customer service quality 5 Planning and managing a travel and tourism event 5.1 Working in a team 5.2 Choosing the event 5.3 Producing a business plan for your travel and tourism event 5.4 Preparing for the event 5.5 Running the event 5.6 Evaluation and recommendations 6 Destination marketing 6.1 Defining the tourism market – market research and analysis 6.2 Building a destination brand 6.3 Communicating the destination brand 6.4 Challenges in branding destinations 6.5 Monitoring the effectiveness of the destination brand 7 Destination development and management 7.1 Organisations involved in destination management, their roles and priorities 7.2 Developing and managing destinations 7.3 Impacts of tourism

The purpose of this course is to enable students to understand the development of the United States within the context of history with a major focus on the transformation of the USA from an isolated agrarian society of the 1840’s to the world’s leading superpower.

The purpose of this course is to engage students in some of the major international issues of the nineteenth and twentieth centuries, analyzing the history of particular regions in more depth. The emphasis is on both historical knowledge and on the skills required for historical research. Learners develop an understanding of the nature of cause and effect, continuity and change, similarity and difference and find out how to use and understand historical evidence as part of their studies.

Cambridge International AS & A Level Psychology provides candidates with opportunities to consider the approaches, issues and debates and research methodology that underpin all aspects of psychology. At AS Level candidates study four psychological approaches: • Biological • Cognitive • Learning • Social Each approach is exemplified though 12 core studies. The core studies illustrate a wide range of research methods used in psychology, such as experiments, self-reports, case studies, observations, correlations and longitudinal studies. By exploring the relationship between the content of the study and the research methods, candidates will gain a broad understanding of how psychologists study experiences and behaviours and why the research took place. Candidates for Cambridge International A Level Psychology study the AS Level content and two of the following specialist options: 1 Clinical Psychology This option considers the diagnostic criteria, symptoms, explanations and treatments for a variety of mental and behavioural disorders/conditions. 2 Consumer Psychology This option reflects consumer society and looks at both consumers and sellers as well as the design of consumer environments. 3 Health Psychology This option focuses on the psychological factors that influence health, considers ways to measure and treat conditions such as pain and stress, and ways to influence behaviours around health and health choices. 4 Organisational Psychology This option considers workplaces and organisations and how individuals and groups within an organisation function, influence each other and have an impact on the organisation. These A Level options are diverse but each specialist option is balanced and equivalent in terms of content and demand. A number of key studies are specified for each specialist option, along with some additional studies which may be useful as examples of research in each area.

The grade 9-12 Constitutional Law course consists of the following content area strands: American History, World History, Geography, Humanities, Economics, and Civics and Government. The primary content for the course pertains to the study of major legal precedents and evolving judicial interpretations associated with the United States Constitution.

Students understand the development of the contemporary world within the context of history in order to understand events during their lifetime. Students use knowledge pertaining to history, geography, economics, political processes, religion, ethics, diverse cultures and humanities to solve problems in academic, civic, social and employment settings.

Economics- The grade 9-12 Economics course consists of the following content area strands: Economics and Geography. The primary content emphasis for this course pertains to the study of the concepts and processes of the national and international economic systems. Content should include, but is not limited to, currency, banking, and monetary policy, the fundamental concepts relevant to the major economic systems, the global market and economy, major economic theories and economists, the role and influence of the government and fiscal policies, economic measurements, tools, and methodology, financial and investment markets, and the business cycle.

ECON HN

The primary content emphasis for this course pertains to the study of the concepts and processes of the national and international economic systems. Content should include, but is not limited to, currency, banking, and monetary policy, the fundamental concepts relevant to the major economic systems, the global market and economy, major economic theories and economists, the role and influence of the government and fiscal policies, economic measurements, tools, and methodology, financial and investment markets, and the business cycle.

The purpose of this more rigorous course pertains to the study of the concepts and processes of the national and international economic systems. Content should include, but is not limited to, currency, banking, and monetary policy, the fundamental concepts relevant to the major economic systems, the global market and economy, major economic theories and economists, the role and influence of the government and fiscal policies, economic measurements, tools, and methodology, financial and investment markets, and the business cycle.

The purpose of this course is to provide an introduction and opportunities for leadership in the areas of service-learning and civic responsibility. Academic, personal, and career skills needed for effective service-learning will be taught and applied through structured service projects that meet real school and/or community needs. Students will actively participate in meaningful service-learning experiences of at least 30 hours’ duration.

The purpose of this course is to provide applications and opportunities for leadership in the areas of service-learning, civic responsibility, and civic engagement. Academic, personal, and career skills needed for effective service-learning project implementation will be taught and applied through structured service projects that meet real school and/or community needs. Students will actively participate in meaningful service-learning experiences of at least 40 hours’ duration.

This course will examine the artistic expressions of African Americans during the 20th Century. This century was a tumultuous time period in United States History highlighted by profound changes in the social, economic and political affairs of African Americans. By examining the music and visual art created by African Americans during this time period, students will gain an understanding of the experiences of African American peoples. Students will be exposed to the various genres of music that African Americans created or influenced such as jazz, blues, rhythm and blues, gospel, rock and roll and hip hop. Students will dissect and interpret works and explain what led to their creation and the impact that they had. Students are not only exposed to the African American music of the time, but are also introduced to their visual art pieces. Students will analyze and provide their interpretations of works within the context of United States history. Students will have been exposed to some of the greatest works ever produced in American culture.

The purpose of this Pre-IB course is to prepare students for the International Baccalaureate Diploma Programme (DP). As such, this course will provide academic rigor and relevance through a comprehensive curriculum based on the Next Generation Sunshine State Standards and standards taught with reference to the unique facets of the IB. These facets include interrelatedness of subject areas, a holistic view of knowledge, intercultural awareness, embracing international issues, and communication as fundamental to learning. Instructional design must provide students with values and opportunities that enable them to develop respect for others and an appreciation of similarities and differences. Learning how to learn and how to critically evaluate information is as important as the content of the disciplines themselves.

The purpose of this Pre-IB course is to prepare students for the International Baccalaureate Diploma Programme (DP). As such, this course will provide academic rigor and relevance through a comprehensive curriculum based on the Next Generation Sunshine State Standards and standards taught with reference to the unique facets of the IB. These facets include interrelatedness of subject areas, a holistic view of knowledge, intercultural awareness, embracing international issues, and communication as fundamental to learning. Instructional design must provide students with values and opportunities that enable them to develop respect for others and an appreciation of similarities and differences. Learning how to learn and how to critically evaluate information is as important as the content of the disciplines themselves.

he business management course is designed to develop students’ knowledge and understanding of business management theories, as well as their ability to apply a range of tools and techniques.

The primary content emphasis in this course pertains to the study of global conflicts in the twentieth century including World War One, World War Two, the Cold War, and a variety of Civil Wars. This course covers a wide range of perspectives on these conflicts while offering a cause and effect analysis. Entities such as the United Nations will be closely examined in their actions as well as their response to conflict.  Major global actors such as the United States, Soviet Union, Japan, and Germany, are evaluated through case studies while a variety of other nations are evaluated through their connection to global conflicts.

Students study the development of the nations of the Western Hemisphere within the context of history by examining connections to the past to prepare for the future as participating members of a democratic society. Students use knowledge pertaining to history, geography, economics, political processes, religion, ethics, diverse cultures and humanities to solve problems in academic, civic, social and employment settings.

Through the study of psychology, students acquire an understanding of and an appreciation for human behavior, behavior interaction and the progressive development of individuals. This course prepares students to understand their own behavior and the behavior of others.

Students acquire an understanding of research methodology as applied to the study of human behavior. They apply knowledge of research design, error control and statistical analysis of empirical data to the study of human behavior.

Students in this course extend their study of the main content areas of IB Psychology 2: Biological Level of Analysis, Cognitive Level of Analysis, and Socio-Cultural Level of Analysis. In addition to these main content areas, IB Psychology 3 focuses on research methods, technological impacts on psychological research and human behavior, animal research impacts on studying human behavior, and the effects of globalization on human behavior. IB Psychology 3 also dives into studying two of the four optional areas dictated by the IBO. These areas of focus are chosen at teacher discretion and could change year to year. The optional areas include: health psychology, developmental psychology, relational psychology, and abnormal psychology.

This course analyzes some of the main approaches to the study of international relations. It briefly reviews the study of international relations. It briefly reviews the history of world politics from Ancient Greece to the history of world politics from Ancient Greece to the modern day era, with particular emphasis on key concepts, such as balance of power, collective agreements, and sovereignty.

Visit CPALMS.org

Students learn that the American legal system is the foundation of American society. Students examine those laws that have an impact on citizens’ lives and are provided with an introduction to fundamental civil and criminal justice procedures.

In Personal Finance and Money Management Honors, instructional time will emphasize seven areas: (1) exploring how personal financial decisions are made, including understanding how cognitive biases impact decision making; (2) understanding how wages and salaries are earned, including the types of taxes owed, and evaluating various post-secondary paths and career options; (3) developing personal or family budgets and exploring how to purchase goods and services by weighing the costs and benefits of those goods and services; (4) analyzing how interest can be earned by saving now, which allows for the purchase of more goods and services later and understanding how to compare various savings accounts and services offered through financial institutions; (5) determining advantages and disadvantages of credit accounts that allow for the borrowing of money to purchase goods and services while paying for them in the future, usually with interest, and short- and long-term loans; (6) developing understanding of planning for the future through investment accounts and retirement plans and comparing investment choices by analyzing rates of return and risk, while analyzing how diversification is one way to reduce investment risk; (7) recognizing that there are risks that can result in lost income, health, or identity and that those risks can be accepted, reduced, or transferred to others through the purchase of insurance Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.

In Personal Finance and Money Management, instructional time will emphasize seven areas: (1) exploring how personal financial decisions are made, including understanding how cognitive biases impact decision making; (2) understanding how wages and salaries are earned, including the types of taxes owed, and evaluating various post-secondary paths and career options; (3) developing personal or family budgets and exploring how to purchase goods and services by weighing the costs and benefits of those goods and services; (4) analyzing how interest can be earned by saving now, which allows for the purchase of more goods and services later and understanding how to compare various savings accounts and services offered through financial institutions; (5) determining advantages and disadvantages of credit accounts that allow for the borrowing of money to purchase goods and services while paying for them in the future, usually with interest, and short- and long-term loans; (6) developing understanding of planning for the future through investment accounts and retirement plans and comparing investment choices by analyzing rates of return and risk, while analyzing how diversification is one way to reduce investment risk; and (7) recognizing that there are risks that can result in lost income, health, or identity and that those risks can be accepted, reduced, or transferred to others through the purchase of insurance. Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills. All clarifications stated are expectations for instruction of that benchmark.

Through the study of psychology, students acquire an understanding of and an appreciation for human behavior, behavior interaction and the progressive development of individuals. This course prepares students to understand their own behavior and the behavior of others.

Through the study of psychology, students acquire an understanding of and an appreciation for human behavior, behavior interaction and the progressive development of individuals. This course continues to prepare students to understand their own behavior and the behavior of others.

Through the study of sociology, students acquire an understanding of group interaction and its impact on individuals in order that they may have a greater awareness of the beliefs, values and behavior patterns of others. In an increasingly interdependent world, students need to recognize how group behavior affects both the individual and society.

The American Economic Experience: Scarcity and Choice – The grade 9-12 The American Economic Experience: Scarcity and Choice consists of the following content area strands: American History, World History, Economics and Geography. The primary content emphasis for this course pertains to the study of the concepts and processes of economics in the American system. Content should include, but is not limited to, currency, banking, and monetary policy, the fundamental concepts relevant to the development of a market economy, the American mixed-market system, the global market and economy, major economic theories, the role and influence of the government and fiscal policies, economic measurements, tools, and methodology, personal finance, financial and investment markets, and the business cycle.

The primary content for the course pertains to the study of the political system in America and the dynamics of political issues. Content should include, but is not limited to, the nature of political behavior, power acquisition, maintenance, and extension, classical and modern political theorists, comparison of political systems, evolution of democratic political systems, functions of the three branches of government at the local, state and national levels, Florida government, including the Florida Constitution, municipal and county government, constitutional framework, federalism, and separation of power, including study of the Declaration of Independence, the U.S. Constitution, and the Federalist Papers, evolving role of political parties and interest groups in determining government policy, political decision-making process, the role of women and diverse cultural groups in the development of our political system, and career opportunities available in the government system.

The purpose of this course is to enable students to gain an understanding of American government and political behavior that is essential for effective citizenship and active involvement in a democratic American society.

The purpose of this more rigorous course is to enable students to gain an understanding of American government and political behavior that is essential for effective citizenship and active involvement in a democratic American society.

The purpose of this course is to enable students to understand the development of the United States within the context of history with a major focus on the post-Reconstruction period. Students will use knowledge pertaining to history, geography, economics, political processes, religion, ethics, diverse cultures and humanities to solve problems in academic, civic, social and employment settings.

The purpose of this more rigorous course is to enable students to understand the development of the United States within the context of history with a major focus on the post-Reconstruction period. Students will use knowledge pertaining to history, geography, economics, political processes, religion, ethics, diverse cultures and humanities to solve problems in academic, civic, social and employment settings.

Students engage in activities that help them develop an appreciation for the concept of service to the school or community. Through an issues approach, students are expected to examine topics, make informed judgments and apply problem-solving skills within a context of how they might best serve a local school or community. Teachers encourage and challenge students to plan for the future and to act in the present.

Students develop multicultural understanding and use geographical concepts and skills to acquire information and systematically apply decision-making processes to real-life situations. They will acquire an understanding of interrelationships between people and the environment.

The purpose of this course is to enable students to understand their connections to the development of civilizations by examining the past to prepare for their future as participating members of a global community. Students will use knowledge pertaining to history, geography, economics, political processes, religion, ethics, diverse cultures and humanities to solve problems in academic, civic, social and employment settings.

The purpose of this more rigorous course is to enable students to understand their connections to the development of civilizations by examining the past to prepare for their future as participating members of a global community. Students will use knowledge pertaining to history, geography, economics, political processes, religion, ethics, diverse cultures and humanities to solve problems in academic, civic, social and employment settings.

Through the study of world religions, students acquire an understanding of the way people in different cultures satisfy their spiritual needs. Students understand the place of religion in culture, the importance that has been attached to religion in peoples’ lives and the relationship between religion and other social institutions.