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2022-2023 K-12 Social Studies Examples of Rejected Materials

Disclaimer:

The Department spent the past month working with publishers to ensure materials are free from errors and aligned to Florida Statutes and State Board of Education Rule, which resulted in a total of 66 textbooks being added to the state adoption list. These textbooks are now available for purchase by school districts across the state.  

The following page includes examples of materials that were changed by publishers following an initial review. The Department will continue to work with publishers in an effort to include as many textbooks on the state adoption list as possible. Publishers have the ability to appeal any non-adoption decision. Publishers may submit revisions that subject matter experts will review to ensure that the final materials ultimately meet Florida’s bid specifications and align to Florida’s state academic standards.

Instructional Materials Approval Timeline - Total Books submitted 101. April 6, 19 books approved. 19% approved, 81% not approved. April 13, 45 books approved. 45% approved, 55% not approved. April 20, 55 books approved. 54% approved, 46% not approved. May 8, 66 books approved. 65% approved, 35% not approved.

2022-2023 K-12 Social Studies Examples of Rejected Materials

Grades: K-5
Concern: Not age appropriate.

Before:

Before: At Home Support In this unit, students are learning about symbols that represent America and the state of Florida. To support their understanding of the significance of symbolic songs, flags, people and other important artifacts, here are a few activities they can do at home!- Help your child learn the Pledge of Allegiance and talk about what it means. - Point out the American Flag every time you see it. Make it a game. Who can find the most American Flags in a week?- Have your child draw and/or create an American Flag and discuss the history behind it. - Talk to your child about the National Anthem. According to the United States Code, we should stand at attention and face the flag, or face toward the music, with your right hand over your heart. You can use this as an opportunity to talk about why some citizens are choosing to “Take a Knee” to protest police brutality and racism. - Talk to your child about our military and how they sacrifice their lives for us. - Point out U.S. symbols when you can. Examples include: Statue of Liberty, bald eagle, Star Spangled Banner, national and state flags, pledge of allegiance, national anthem, and Florida’s nickname, “The Sunshine State.”.

After:

At Home Support In this unit, students are learning about symbols that represent America and the state of Florida. To support their understanding of the significance of symbolic songs, flags, people and other important artifacts, here are a few activities they can do at home! - Help your child learn the Pledge of Allegiance and talk about what it means. - Point out the American Flag every time you see it. Make it a game. Who can find the most American Flags in a week? - Have your child draw and/or create an American Flag and discuss the history behind it. - Talk to your child about our military and how they sacrifice their lives for us. - Point out U.S. symbols when you can. Examples include: Statue of Liberty, bald eagle, Star Spangled Banner, national and state flags, pledge of allegiance, national anthem, and Florida’s nickname, “The Sunshine State.”.

Grades: 6-8
Concern: Inaccurate description of socialism.

Before:

Before: One example of a planned economy is a socialist one. In a socialist economy, the government operates as the central authority, guiding the economy and controlling (and owning) many of the businesses. Instead of being produced to make a profit, goods and services are produced for uses planned by the government. The goal here is to satisfy the needs of citizens without overproduction or creating a surplus of goods. It keeps things nice and even and without unnecessary waste. These societies may promote greater equality among people while still providing a fully functional government-supervised economy.

After:

After: Planned Economies In direct contrast to market economies are planned economies. The prices of goods and services within planned economies are, in fact, determined by the government or state. While we might think of market economies and planned economies are two ends of the same line-with most countries falling somewhere between the two-there are some countries who actually use a mixture of the two, creating a model known as a mixed economy. This type of structure allows people to mix a bit of market-driven business with some governmental oversight into their economy. In a planned economy, the government or central planning authority typically owns and controls the means of production, such as factories, farms, and natural resources. Examples of planned economics include China during the Maoist era, and Cuba, The central planning authority decides what goods and services to produce, in what quantities, and at what proves. These decisions may be based on the government’s priorities, not based on what consumers want or need. Critics say these planned economies have slow development and fewer technological advances because they move slowly around planning and approval, while limiting human incentive. In other words, why do anything if the government is eventually going to do it for you? There’s no reason, since you aren’t going to profit any more than anyone else. Not to mention,

Grades: 6-8
Concern: Politically charged language when referencing the Hebrew Bible.

Before:

Ask these guiding questions as students work through the text: - Connect What major religious concept did Judaism introduce to society? (Monotheism) - Categorize What social justice issues are included in the Hebrew Bible? (It includes guidelines for responding to poverty, famine, and injustice; it emphasizes respecting human life, giving generously, caring for strangers and refugees, and respecting property.) - Summarize What are three values of Judeo-Christian tradition that have influenced modern democracies? (The equal importance of every individual, individual freedom, and responsibility; emphasis on justice and human rights; equality before law)

After:

After: -Connect What major religious concept did Judaism introduce to society? (Monotheism) -Categorize What are some of the key principles included in the Hebrew Bible? (It includes guidelines for responding to poverty, famine, and injustice; it emphasizes respecting human life, giving generously, caring for strangers and refugees, and respecting property.) -Summarize What are three values of Judeo-Christian tradition that have influenced modern democracies? (The equal importance of every individual, individual freedom, and responsibility; emphasis on justice and human rights; equality before law)

Grades: 9-12
Concern: Implies that real communism does not exist and paints an inaccurate picture of communism.

Before:

Before: In this ideal community, no government would be needed and could therefore be eliminated. In order to get there, however, Marx thought that a society would pass through a period of socialism that would require a strong government that served the needs of the people. This is why so many of the so-called communist governments in China, the former Soviet Union, Cuba, and other places around the world frequently described themselves as being socialist, as if they were stepping-stones needed to reach the eventual ideal of communism. In a communist system, labor is organized for the common advantage of the community, and everyone consumes according to his or her needs. In practice, however, communist governments have become so involved in dictating the everyday economic decisions of WHAT, HOW, and FOR WHOM that they are frequently called command economies. As for a true communist economy, there are none in the world today, and there have never been any in the past. Communism still remains a theoretical ideal in the minds of many revolutionaries, even though in practice it has never been reached.

After:

After: In this ideal community, no government would be needed. But to get there, Marx though that society would pass through a period of socialism where a strong government would serve the needs of the people. This is why many communist governments, including China, Cuba, Vietnam, North Korea (as well a the former Soviet Union) call themselves socialist. They claim to be building communist societies, but in practice they are undemocratic single party dictatorships. In theory, labor in a communist system is organized to benefit the whole community, and everyone consumes according to his or her needs. In practice, wealth in communist systems flows to a tiny elite. They control the government and economy and dictate the everyday economic decisions of WHAT, HOW, and FOR WHOME. Corruption, poor quality products, and shortages are frequent. Because there is no competition, and the government sets prices and production goals, these countries tend to be inefficient and have less innovation. Communism as imagined by Marc remains a theoretical ideal in the minds of many revolutionaries, but in practice it has failed.

Grades: 6-8
Concern: Unsolicited topics.

Before:

Before: New Calls for Social Justice During the 2000s, one effect of an increase in the use of mobile devices and social media was the spread of images of police violence, sometimes deadly, against Black Americans. The deaths of Back Americans outraged many Americans and led to growing awareness of systemic racism that permeated the broader society. In 2013, a new social and political movement called Black Lives Matter formed to protest violence against Black Americans. The movement called for an end to systemic racism and white supremacy.

In 2020, bystanders captured video footage of a white Minneapolis police officer killing George Floyd, an unarmed Black American accused of using a counterfeit $20 bill. Floyd’s brutal killing horrified many Americans, and protests broke out in cities across the country. While many Americans sympathized with the Black Lives Matter movement, others were critical. Critics blamed the movement for incidences of violence or looting at protests. Others charged that the movement was anti-police, especially after some in the movement called for local governments to cut or eliminate funding for police.

After:

Section Removed.

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