Learning Registry Resources

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• Common Core English Language Arts [View 12 Resources]
  • College and Career Readiness Anchor Standards for Reading
    • Key Ideas and Details
      • 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
      • 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
      • 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
    • Craft and Structure
      • 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
      • 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
      • 6. Assess how point of view or purpose shapes the content and style of a text.
    • Integration of Knowledge and Ideas
      • 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
      • 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
      • 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
    • Range of Reading and Level of Text Complexity
      • 10. Read and comprehend complex literary and informational texts independently and proficiently.
  • Reading Standards for Literature [View 7 Resources]
    • Key Ideas and Details [View 4 Resources]
      • 1. With prompting and support, ask and answer questions about key details in a text.
      • 2. With prompting and support, retell familiar stories, including key details.
      • 3. With prompting and support, identify characters, settings, and major events in a story.
      • 1. Ask and answer questions about key details in a text.
      • 2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.
      • 3. Describe characters, settings, and major events in a story, using key details.
      • 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
      • 2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
      • 3. Describe how characters in a story respond to major events and challenges.
      • 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
      • 2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
      • 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
      • 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
      • 2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.
      • 3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions). [View 1 Resources]
      • 1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
      • 2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
      • 3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
      • 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
      • 2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. [View 1 Resources]
      • 3. Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
      • 1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
      • 2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
      • 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). [View 2 Resources]
      • 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
      • 2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
      • 3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. [View 1 Resources]
      • 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
      • 2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
      • 3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
      • 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
      • 2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
      • 3. Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). [View 1 Resources]
    • Craft and Structure [View 3 Resources]
      • 4. Ask and answer questions about unknown words in a text.
      • 5. Recognize common types of texts (e.g., storybooks, poems).
      • 6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
      • 4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
      • 5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
      • 6. Identify who is telling the story at various points in a text.
      • 4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
      • 5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
      • 6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. [View 1 Resources]
      • 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
      • 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
      • 6. Distinguish their own point of view from that of the narrator or those of the characters.
      • 4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
      • 5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
      • 6. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. [View 1 Resources]
      • 4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
      • 5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
      • 6. Describe how a narrator's or speaker's point of view influences how events are described.
      • 4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
      • 5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
      • 6. Explain how an author develops the point of view of the narrator or speaker in a text.
      • 4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
      • 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
      • 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. [View 1 Resources]
      • 4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
      • 5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
      • 6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
      • 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
      • 5. Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
      • 6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
      • 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
      • 5. Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
      • 6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
    • Integration of Knowledge and Ideas [View 2 Resources]
      • 7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
      • (Not applicable to literature)
      • 9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
      • 7. Use illustrations and details in a story to describe its characters, setting, or events.
      • 9. Compare and contrast the adventures and experiences of characters in stories.
      • 7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
      • 9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
      • 7. Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). [View 2 Resources]
      • 9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
      • 7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
      • 9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
      • 7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
      • 9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
      • 7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.
      • 9. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
      • 7. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
      • 9. Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
      • 7. Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.
      • 9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.
      • 7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).
      • 9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
      • 7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
      • 9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
    • Range of Reading and Level of Text Complexity
      • 10. Actively engage in group reading activities with purpose and understanding.
      • 10. With prompting and support, read prose and poetry of appropriate complexity for grade 1.
      • 10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2—3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
      • 10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2—3 text complexity band independently and proficiently.
      • 10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4—5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
      • 10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4—5 text complexity band independently and proficiently.
      • 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6—8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
      • 10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
      • 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6—8 text complexity band independently and proficiently.
      • 10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9—10 text complexity band proficiently, with scaffolding as needed at the high end of the range.<br/><br/>By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9—10 text complexity band independently and proficiently.
      • 10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11—CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.<br/><br/>By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11—CCR text complexity band independently and proficiently.
  • Reading Standards for Informational Text [View 5 Resources]
    • Key Ideas and Details [View 4 Resources]
      • 1. With prompting and support, ask and answer questions about key details in a text.
      • 2. With prompting and support, identify the main topic and retell key details of a text.
      • 3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
      • 1. Ask and answer questions about key details in a text.
      • 2. Identify the main topic and retell key details of a text.
      • 3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.
      • 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
      • 2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
      • 3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
      • 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [View 2 Resources]
      • 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. [View 2 Resources]
      • 3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. [View 2 Resources]
      • 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. [View 2 Resources]
      • 2. Determine the main idea of a text and explain how it is supported by key details; summarize the text. [View 2 Resources]
      • 3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. [View 2 Resources]
      • 1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
      • 2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
      • 3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
      • 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
      • 2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. [View 1 Resources]
      • 3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
      • 1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
      • 2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
      • 3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
      • 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
      • 2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
      • 3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
      • 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
      • 2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
      • 3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
      • 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
      • 2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
      • 3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. [View 1 Resources]
    • Craft and Structure [View 2 Resources]
      • 4. With prompting and support, ask and answer questions about unknown words in a text.
      • 5. Identify the front cover, back cover, and title page of a book.
      • 6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
      • 4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
      • 5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
      • 6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
      • 4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
      • 5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
      • 6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
      • 4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
      • 5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. [View 2 Resources]
      • 6. Distinguish their own point of view from that of the author of a text.
      • 4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
      • 5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. [View 2 Resources]
      • 6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
      • 4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
      • 5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
      • 6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
      • 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
      • 5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
      • 6. Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.
      • 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
      • 5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
      • 6. Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
      • 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
      • 5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
      • 6. Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
      • 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
      • 5. Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
      • 6. Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
      • 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
      • 5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
      • 6. Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
    • Integration of Knowledge and Ideas [View 3 Resources]
      • 7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
      • 8. With prompting and support, identify the reasons an author gives to support points in a text.
      • 9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
      • 7. Use the illustrations and details in a text to describe its key ideas.
      • 8. Identify the reasons an author gives to support points in a text.
      • 9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
      • 7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
      • 8. Describe how reasons support specific points the author makes in a text.
      • 9. Compare and contrast the most important points presented by two texts on the same topic.
      • 7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). [View 2 Resources]
      • 8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
      • 9. Compare and contrast the most important points and key details presented in two texts on the same topic.
      • 7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. [View 2 Resources]
      • 8. Explain how an author uses reasons and evidence to support particular points in a text.
      • 9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
      • 7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
      • 8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
      • 9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
      • 7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. [View 1 Resources]
      • 8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
      • 9. Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
      • 7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
      • 8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
      • 9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
      • 7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
      • 8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
      • 9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
      • 7. Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.
      • 8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
      • 9. Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts.
      • 7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
      • 8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
      • 9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features.
    • Range of Reading and Level of Text Complexity [View 1 Resources]
      • 10. Actively engage in group reading activities with purpose and understanding.
      • 10. With prompting and support, read informational texts appropriately complex for grade 1.
      • 10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2—3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
      • 10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2—3 text complexity band independently and proficiently.
      • 10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4—5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
      • 10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4—5 text complexity band independently and proficiently. [View 1 Resources]
      • 10. By the end of the year, read and comprehend literary nonfiction in the grades 6—8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
      • 10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
      • 10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6—8 text complexity band independently and proficiently.
      • 10. By the end of grade 9, read and comprehend literary nonfiction in the grades 9—10 text complexity band proficiently, with scaffolding as needed at the high end of the range.<br/>By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9—10 text complexity band independently and proficiently.
      • 10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11—CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.<br/>By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11—CCR text complexity band independently and proficiently.
  • Reading Standards: Foundational Skills [View 1 Resources]
    • Print Concepts [View 1 Resources]
      • 1. Demonstrate understanding of the organization and basic features of print. [View 1 Resources]
        • a. Follow words from left to right, top to bottom, and page by page.
        • b. Recognize that spoken words are represented in written language by specific sequences of letters. [View 1 Resources]
        • c. Understand that words are separated by spaces in print.
        • d. Recognize and name all upper- and lowercase letters of the alphabet.
      • 1. Demonstrate understanding of the organization and basic features of print.
        • a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
    • Phonological Awareness
      • 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
        • a. Recognize and produce rhyming words.
        • b. Count, pronounce, blend, and segment syllables in spoken words.
        • c. Blend and segment onsets and rimes of single-syllable spoken words.
        • d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonent-vowel-consonent, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
        • e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
      • 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
        • a. Distinguish long from short vowel sounds in spoken single-syllable words.
        • b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
        • c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
        • d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
    • Phonics and Word Recognition
      • 3. Know and apply grade-level phonics and word analysis skills in decoding words.
        • a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
        • b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
        • c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
        • d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
      • 3. Know and apply grade-level phonics and word analysis skills in decoding words.
        • a. Know the spelling-sound correspondences for common consonant digraphs.
        • b. Decode regularly spelled one-syllable words.
        • c. Know final -e and common vowel team conventions for representing long vowel sounds.
        • d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
        • e. Decode two-syllable words following basic patterns by breaking the words into syllables.
        • f. Read words with inflectional endings.
        • g. Recognize and read grade-appropriate irregularly spelled words.
      • 3. Know and apply grade-level phonics and word analysis skills in decoding words.
        • a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
        • b. Know spelling-sound correspondences for additional common vowel teams.
        • c. Decode regularly spelled two-syllable words with long vowels.
        • d. Decode words with common prefixes and suffixes.
        • e. Identify words with inconsistent but common spelling-sound correspondences.
        • f. Recognize and read grade-appropriate irregularly spelled words.
      • 3. Know and apply grade-level phonics and word analysis skills in decoding words.
        • a. Identify and know the meaning of the most common prefixes and derivational suffixes.
        • b. Decode words with common Latin suffixes.
        • c. Decode multisyllable words.
        • d. Read grade-appropriate irregularly spelled words.
      • 3. Know and apply grade-level phonics and word analysis skills in decoding words.
        • a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
      • 3. Know and apply grade-level phonics and word analysis skills in decoding words.
        • a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
    • Fluency
      • 4. Read emergent-reader texts with purpose and understanding.
      • 4. Read with sufficient accuracy and fluency to support comprehension.
        • a. Read on-level text with purpose and understanding.
        • b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
        • c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
      • 4. Read with sufficient accuracy and fluency to support comprehension.
        • a. Read on-level text with purpose and understanding.
        • b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
        • c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
      • 4. Read with sufficient accuracy and fluency to support comprehension.
        • a. Read on-level text with purpose and understanding.
        • b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings
        • c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
      • 4. Read with sufficient accuracy and fluency to support comprehension.
        • a. Read on-level text with purpose and understanding.
        • b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings
        • c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
      • 4. Read with sufficient accuracy and fluency to support comprehension.
        • a. Read on-level text with purpose and understanding.
        • b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings
        • c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
  • Reading Standards for Literacy in History/Social Studies 6—12
    • Key Ideas and Details
      • 1. Cite specific textual evidence to support analysis of primary and secondary sources.
      • 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
      • 3. Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
      • 1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
      • 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
      • 3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
      • 1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
      • 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
      • 3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
    • Craft and Structure
      • 4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
      • 5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
      • 6. Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
      • 4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.
      • 5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis
      • 6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
      • 4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
      • 5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
      • 6. Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.
    • Integration of Knowledge and Ideas
      • 7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
      • 8. Distinguish among fact, opinion, and reasoned judgment in a text.
      • 9. Analyze the relationship between a primary and secondary source on the same topic.
      • 7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
      • 8. Assess the extent to which the reasoning and evidence in a text support the author's claims.
      • 9. Compare and contrast treatments of the same topic in several primary and secondary sources.
      • 7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
      • 8. Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.
      • 9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
    • Range of Reading and Level of Text Complexity
      • 10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6—8 text complexity band independently and proficiently.
      • 10. By the end of grade 10, read and comprehend history/social studies texts in the grades 9—10 text complexity band independently and proficiently.
      • 10. By the end of grade 12, read and comprehend history/social studies texts in the grades 11—CCR text complexity band independently and proficiently.
  • Reading Standards for Literacy in Science and Technical Subjects 6—12 [View 2 Resources]
    • Key Ideas and Details
      • 1. Cite specific textual evidence to support analysis of science and technical texts.
      • 2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
      • 3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
      • 1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
      • 2. Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
      • 3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
      • 1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
      • 2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
      • 3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
    • Craft and Structure
      • 4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6—8 texts and topics.
      • 5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
      • 6. Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
      • 4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9—10 texts and topics.
      • 5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
      • 6. Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
      • 4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11—12 texts and topics.
      • 5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
      • 6. Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
    • Integration of Knowledge and Ideas [View 1 Resources]
      • 7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
      • 8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
      • 9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
      • 7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
      • 8. Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem. [View 1 Resources]
      • 9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
      • 7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
      • 8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
      • 9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
    • Range of Reading and Level of Text Complexity [View 1 Resources]
      • 10. By the end of grade 8, read and comprehend science/technical texts in the grades 6—8 text complexity band independently and proficiently. [View 1 Resources]
      • 10. By the end of grade 10, read and comprehend science/technical texts in the grades 9—10 text complexity band independently and proficiently.
      • 10. By the end of grade 12, read and comprehend science/technical texts in the grades 11—CCR text complexity band independently and proficiently.
  • College and Career Readiness Anchor Standards for Writing
    • Text Types and Purposes
      • 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
      • 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
      • 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
    • Production and Distribution of Writing
      • 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      • 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
      • 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
    • Research to Build and Present Knowledge
      • 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
      • 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
      • 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
    • Range of Writing
      • 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
  • Writing Standards [View 4 Resources]
    • Text Types and Purposes
      • 1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is ...).
      • 2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
      • 3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
      • 1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
      • 2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
      • 3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
      • 1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
      • 2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
      • 3. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
      • 1. Write opinion pieces on topics or texts, supporting a point of view with reasons.
        • a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
        • b. Provide reasons that support the opinion.
        • c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
        • d. Provide a concluding statement or section.
      • 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
        • a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
        • b. Develop the topic with facts, definitions, and details.
        • c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
        • d. Provide a concluding statement or section.
      • 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
        • a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
        • b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
        • c. Use temporal words and phrases to signal event order.
        • d. Provide a sense of closure.
      • 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information
        • a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.
        • b. Provide reasons that are supported by facts and details.
        • c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
        • d. Provide a concluding statement or section related to the opinion presented.
      • 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
        • a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
        • b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
        • c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
        • d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
        • e. Provide a concluding statement or section related to the information or explanation presented
      • 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
        • a. Orient the reader by establishing a situationand introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
        • b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
        • c. Use a variety of transitional words and phrases to manage the sequence of events.
        • d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
        • e. Provide a conclusion that follows from the narrated experiences or events.
      • 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information
        • a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose.
        • b. Provide logically ordered reasons that are supported by facts and details.
        • c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
        • d. Provide a concluding statement or section related to the opinion presented.
      • 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
        • a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
        • b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
        • c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
        • d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
        • e. Provide a concluding statement or section related to the information or explanation presented
      • 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
        • a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
        • b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
        • c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
        • d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
        • e. Provide a conclusion that follows from the narrated experiences or events.
      • 1. Write arguments to support claims with clear reasons and relevant evidence.
        • a. Introduce claim(s) and organize the reasons and evidence clearly.
        • b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
        • c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
        • d. Establish and maintain a formal style.
        • e. Provide a concluding statement or section that follows from the argument presented.
      • 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content
        • a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
        • b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
        • c. Use appropriate transitions to clarify the relationships among ideas and concepts.
        • d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
        • e. Establish and maintain a formal style.
        • f. Provide a concluding statement or section that follows from the information or explanation presented.
      • 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
        • a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
        • b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
        • c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
        • d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
        • e. Provide a conclusion that follows from the narrated experiences or events.
      • 1. Write arguments to support claims with clear reasons and relevant evidence.
        • a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
        • b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
        • c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
        • d. Establish and maintain a formal style.
        • e. Provide a concluding statement or section that follows from and supports the argument presented.
      • 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content
        • a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/ effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
        • b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
        • c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
        • d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
        • e. Establish and maintain a formal style.
        • f. Provide a concluding statement or section that follows from and supports the information or explanation presented
      • 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
        • a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
        • b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
        • c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
        • d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
        • e. Provide a conclusion that follows from and reflects on the narrated experiences or events.
      • 1. Write arguments to support claims with clear reasons and relevant evidence.
        • a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
        • b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
        • c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
        • d. Establish and maintain a formal style.
        • e. Provide a concluding statement or section that follows from and supports the argument presented.
      • 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content
        • a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
        • b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
        • c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
        • d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
        • e. Establish and maintain a formal style.
        • f. Provide a concluding statement or section that follows from and supports the information or explanation presented
      • 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
        • a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
        • b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
        • c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
        • d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
        • e. Provide a conclusion that follows from and reflects on the narrated experiences or events.
      • 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        • a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
        • b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.
        • c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
        • d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
        • e. Provide a concluding statement or section that follows from and supports the argument presented.
      • 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
        • a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
        • b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
        • c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
        • d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
        • e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
        • f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
      • 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
        • a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
        • b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
        • c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
        • d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
        • e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
      • 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        • a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
        • b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.
        • c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
        • d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
        • e. Provide a concluding statement or section that follows from and supports the argument presented.
      • 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
        • a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
        • b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
        • c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
        • d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
        • e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
        • f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
      • 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
        • a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
        • b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
        • c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
        • d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
        • e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
    • Production and Distribution of Writing [View 3 Resources]
      • (Begins in grade 3)
      • 5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
      • 6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
      • 5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
      • 6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
      • 5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
      • 6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
      • 4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
      • 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
      • 6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. [View 2 Resources]
      • 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. [View 2 Resources]
      • 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
      • 6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
      • 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
      • 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
      • 6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
      • 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. [View 1 Resources]
      • 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
      • 6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. [View 1 Resources]
      • 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      • 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
      • 6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
      • 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      • 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
      • 6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
      • 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      • 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
      • 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
      • 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      • 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
      • 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
    • Research to Build and Present Knowledge [View 2 Resources]
      • 7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
      • 8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
      • 7. Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).
      • 8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
      • 7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
      • 8. Recall information from experiences or gather information from provided sources to answer a question.
      • 7. Conduct short research projects that build knowledge about a topic.
      • 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
      • (Begins in grade 4)
      • 7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.
      • 8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. [View 1 Resources]
      • 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
        • a. Apply grade 4 Reading standards to literature (e.g., "Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions].").
        • b. Apply grade 4 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text").
      • 7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
      • 8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
      • 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
        • a. Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]").
        • b. Apply grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]").
      • 7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. [View 1 Resources]
      • 8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
      • 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
        • a. Apply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics").
        • b. Apply grade 6 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not").
      • 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
      • 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
      • 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
        • a. Apply grade 7 Reading standards to literature (e.g., "Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history").
        • b. Apply grade 7 Reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims").
      • 7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
      • 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
      • 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
        • a. Apply grade 8 Reading standards to literature (e.g., "Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new").
        • b. Apply grade 8 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced").
      • 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
      • 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
      • 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
        • a. Apply grades 9—10 Reading standards to literature (e.g., "Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]").
        • b. Apply grades 9—10 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning").
      • 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
      • 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation.
      • 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
        • a. Apply grades 11—12 Reading standards to literature (e.g., "Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics").
        • b. Apply grades 11—12 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]").
    • Range of Writing
      • (Begins in grade 3)
      • 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
      • 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
      • 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
      • 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
      • 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
      • 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
      • 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
      • 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
  • Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6—12
    • Text Types and Purposes
      • 1. Write arguments focused on discipline-specific content.
        • a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
        • b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
        • c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
        • d. Establish and maintain a formal style.
        • e. Provide a concluding statement or section that follows from or supports the argument presented.
      • 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
        • a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
        • b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
        • c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
        • d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
        • e. Establish and maintain a formal style and objective tone.
        • f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
      • 1. Write arguments focused on discipline-specific content.
        • a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
        • b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.
        • c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
        • d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
        • e. Provide a concluding statement or section that follows from or supports the argument presented.
      • 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
        • a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
        • b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
        • c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
        • d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
        • e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
        • f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
      • 1. Write arguments focused on discipline-specific content.
        • a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
        • b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.
        • c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
        • d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
        • e. Provide a concluding statement or section that follows from or supports the argument presented.
      • 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
        • a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
        • b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
        • c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
        • d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
        • e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
    • Production and Distribution of Writing
      • 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      • 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
      • 6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
      • 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      • 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
      • 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
      • 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      • 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
      • 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
    • Research to Build and Present Knowledge
      • 7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
      • 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
      • 9. Draw evidence from informational texts to support analysis, reflection, and research.
      • 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
      • 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
      • 9. Draw evidence from informational texts to support analysis, reflection, and research.
      • 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
      • 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation.
      • 9. Draw evidence from informational texts to support analysis, reflection, and research.
    • Range of Writing
      • 10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
      • 10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
      • 10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
  • College and Career Readiness Anchor Standards for Speaking and Listening
    • Comprehension and Collaboration
      • 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
      • 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
      • 3. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
    • Presentation of Knowledge and Ideas
      • 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
      • 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
      • 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
  • Speaking and Listening Standards [View 1 Resources]
    • Comprehension and Collaboration [View 1 Resources]
      • 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
        • a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
        • b. Continue a conversation through multiple exchanges.
      • 2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
      • 3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
      • 1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups
        • a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
        • b. Build on others' talk in conversations by responding to the comments of others through multiple exchanges.
        • c. Ask questions to clear up any confusion about the topics and texts under discussion.
      • 2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
      • 3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
      • 1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
        • a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
        • b. Build on others' talk in conversations by linking their comments to the remarks of others.
        • c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
      • 2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
      • 3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
      • 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
        • a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
        • b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
        • c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
        • d. Explain their own ideas and understanding in light of the discussion.
      • 2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
      • 3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
      • 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
        • a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
        • b. Follow agreed-upon rules for discussions and carry out assigned roles.
        • c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
        • d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
      • 2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
      • 3. Identify the reasons and evidence a speaker provides to support particular points.
      • 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
        • a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
        • b. Follow agreed-upon rules for discussions and carry out assigned roles.
        • c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
        • d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
      • 2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
      • 3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
      • 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
        • a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
        • b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
        • c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
        • d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
      • 2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
      • 3. Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
      • 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
        • a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
        • b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
        • c. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
        • d. Acknowledge new information expressed by others and, when warranted, modify their own views.
      • 2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
      • 3. Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
      • 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.
        • a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
        • b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
        • c. Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas.
        • d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
      • 2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
      • 3. Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
      • 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9—10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
        • a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
        • b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
        • c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
        • d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
      • 2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
      • 3. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
      • 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11—12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. [View 1 Resources]
        • a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
        • b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
        • c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
        • d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
      • 2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
      • 3. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
    • Presentation of Knowledge and Ideas
      • 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
      • 5. Add drawings or other visual displays to descriptions as desired to provide additional detail.
      • 6. Speak audibly and express thoughts, feelings, and ideas clearly.
      • 4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
      • 5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
      • 6. Produce complete sentences when appropriate to task and situation.
      • 4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
      • 5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
      • 6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
      • 4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
      • 5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
      • 6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
      • 4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
      • 5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
      • 6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.
      • 4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
      • 5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
      • 6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
      • 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
      • 5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
      • 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
      • 4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
      • 5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
      • 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
      • 4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
      • 5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
      • 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
      • 4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
      • 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
      • 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
      • 4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
      • 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
      • 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
  • College and Career Readiness Anchor Standards for Language
    • Conventions of Standard English
      • 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
      • 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Knowledge of Language
      • 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
    • Vocabulary Acquisition and Use
      • 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
      • 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
      • 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
      • 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
  • Language Standards [View 1 Resources]
    • Conventions of Standard English
      • 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        • a. Print many upper- and lowercase letters.
        • b. Use frequently occurring nouns and verbs.
        • c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
        • d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
        • e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
        • f. Produce and expand complete sentences in shared language activities.
      • 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        • a. Capitalize the first word in a sentence and the pronoun I.
        • b. Recognize and name end punctuation.
        • c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).
        • d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
      • 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        • a. Print all upper- and lowercase letters.
        • b. Use common, proper, and possessive nouns.
        • c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
        • d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).
        • e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
        • f. Use frequently occurring adjectives.
        • g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).
        • h. Use determiners (e.g., articles, demonstratives).
        • i. Use frequently occurring prepositions (e.g., during, beyond, toward).
        • j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
      • 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        • a. Capitalize dates and names of people.
        • b. Use end punctuation for sentences.
        • c. Use commas in dates and to separate single words in a series.
        • d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
        • e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
      • 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        • a. Use collective nouns (e.g., group).
        • b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
        • c. Use reflexive pronouns (e.g., myself, ourselves).
        • d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
        • e. Use adjectives and adverbs, and choose between them depending on what is to be modified.
        • f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
      • 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        • a. Capitalize holidays, product names, and geographic names.
        • b. Use commas in greetings and closings of letters.
        • c. Use an apostrophe to form contractions and frequently occurring possessives.
        • d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
        • e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
      • 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        • a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
        • b. Form and use regular and irregular plural nouns.
        • c. Use abstract nouns (e.g., childhood).
        • d. Form and use regular and irregular verbs.
        • e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
        • f. Ensure subject-verb and pronoun-antecedent agreement.
        • g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
        • h. Use coordinating and subordinating conjunctions.
        • i. Produce simple, compound, and complex sentences.
      • 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        • a. Capitalize appropriate words in titles.
        • b. Use commas in addresses.
        • c. Use commas and quotation marks in dialogue.
        • d. Form and use possessives.
        • e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
        • f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
        • g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
      • 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        • a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
        • b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
        • c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
        • d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
        • e. Form and use prepositional phrases.
        • f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
        • g. Correctly use frequently confused words (e.g., to, too, two; there, their).
      • 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        • a. Use correct capitalization.
        • b. Use commas and quotation marks to mark direct speech and quotations from a text.
        • c. Use a comma before a coordinating conjunction in a compound sentence.
        • d. Spell grade-appropriate words correctly, consulting references as needed.
      • 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        • a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
        • b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
        • c. Use verb tense to convey various times, sequences, states, and conditions.
        • d. Recognize and correct inappropriate shifts in verb tense.
        • e. Use correlative conjunctions (e.g., either/or, neither/nor).
      • 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        • a. Use punctuation to separate items in a series.
        • b. Use a comma to separate an introductory element from the rest of the sentence.
        • c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?).
        • d. Use underlining, quotation marks, or italics to indicate titles of works.
        • e. Spell grade-appropriate words correctly, consulting references as needed.
      • 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        • a. Ensure that pronouns are in the proper case (subjective, objective, possessive).
        • b. Use intensive pronouns (e.g., myself, ourselves).
        • c. Recognize and correct inappropriate shifts in pronoun number and person.
        • d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
        • e. Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.
      • 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        • a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
        • b. Spell correctly.
      • 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        • a. Explain the function of phrases and clauses in general and their function in specific sentences.
        • b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
        • c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
      • 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        • a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
        • b. Spell correctly.
      • 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        • a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
        • b. Form and use verbs in the active and passive voice.
        • c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
        • d. Recognize and correct inappropriate shifts in verb voice and mood.
      • 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        • a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
        • b. Use an ellipsis to indicate an omission.
        • c. Spell correctly.
      • 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        • a. Use parallel structure.
        • b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
      • 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        • a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
        • b. Use a colon to introduce a list or quotation.
        • c. Spell correctly.
      • 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        • a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
        • b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's Modern American Usage) as needed.
      • 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        • a. Observe hyphenation conventions.
        • b. Spell correctly.
    • Knowledge of Language
      • (Begins in grade 2)
      • 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
        • a. Compare formal and informal uses of English.
      • 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
        • a. Choose words and phrases for effect.
        • b. Recognize and observe differences between the conventions of spoken and written standard English.
      • 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
        • a. Choose words and phrases to convey ideas precisely.
        • b. Choose punctuation for effect.
        • c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
      • 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
        • a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
        • b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
      • 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
        • a. Vary sentence patterns for meaning, reader/listener interest, and style.
        • b. Maintain consistency in style and tone.
      • 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
        • a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
      • 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
        • a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).
      • 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
        • a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type.
      • 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
        • a. Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
    • Vocabulary Acquisition and Use [View 1 Resources]
      • 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
        • a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
        • b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
      • 5. With guidance and support from adults, explore word relationships and nuances in word meanings.
        • a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
        • b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
        • c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).
        • d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
      • 6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
      • 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
        • a. Use sentence-level context as a clue to the meaning of a word or phrase.
        • b. Use frequently occurring affixes as a clue to the meaning of a word.
        • c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
      • 5. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
        • a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
        • b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
        • c. Identify real-life connections between words and their use (e.g., note places at home that are cozy).
        • d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
      • 6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
      • 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
        • a. Use sentence-level context as a clue to the meaning of a word or phrase.
        • b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
        • c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
        • d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
        • e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
      • 5. Demonstrate understanding of word relationships and nuances in word meanings.
        • a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
        • b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
      • 6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
      • 4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
        • a. Use sentence-level context as a clue to the meaning of a word or phrase.
        • b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
        • c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
        • d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
      • 5. Demonstrate understanding of word relationships and nuances in word meanings.
        • a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
        • b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
        • c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
      • 6. Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
      • 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
        • a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
        • b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
        • c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
      • 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        • a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
        • b. Recognize and explain the meaning of common idioms, adages, and proverbs.
        • c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
      • 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
      • 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
        • a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
        • b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
        • c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
      • 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        • a. Interpret figurative language, including similes and metaphors, in context.
        • b. Recognize and explain the meaning of common idioms, adages, and proverbs.
        • c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
      • 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
      • 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
        • a. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
        • b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
        • c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
        • d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
      • 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        • a. Interpret figures of speech (e.g., personification) in context.
        • b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
        • c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
      • 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
      • 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
        • a. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
        • b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
        • c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
        • d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
      • 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        • a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
        • b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
        • c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
      • 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
      • 4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
        • a. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
        • b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).
        • c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
        • d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
      • 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        • a. Interpret figures of speech (e.g. verbal irony, puns) in context.
        • b. Use the relationship between particular words to better understand each of the words.
        • c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
      • 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
      • 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9—10 reading and content, choosing flexibly from a range of strategies.
        • a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
        • b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
        • c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
        • d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
      • 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        • a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
        • b. Analyze nuances in the meaning of words with similar denotations.
      • 6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
      • 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11—12 reading and content, choosing flexibly from a range of strategies. [View 1 Resources]
        • a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
        • b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
        • c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
        • d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
      • 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        • a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
        • b. Analyze nuances in the meaning of words with similar denotations.
      • 6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
• Common Core Mathematics [View 296 Resources]
  • Standards for Mathematical Practice
    • 1. Make sense of problems and persevere in solving them.
    • 2. Reason abstractly and quantitatively.
    • 3. Construct viable arguments and critique the reasoning of others.
    • 4. Model with mathematics.
    • 5. Use appropriate tools strategically.
    • 6. Attend to precision.
    • 7. Look for and make use of structure.
    • 8. Look for and express regularity in repeated reasoning.
  • Counting and Cardinality [View 18 Resources]
    • Know number names and the count sequence. [View 14 Resources]
      • 1. Count to 100 by ones and by tens. [View 9 Resources]
      • 2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [View 9 Resources]
      • 3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). [View 10 Resources]
    • Count to tell the number of objects. [View 12 Resources]
      • 4. Understand the relationship between numbers and quantities; connect counting to cardinality. [View 10 Resources]
        • a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. [View 8 Resources]
        • b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. [View 10 Resources]
        • c. Understand that each successive number name refers to a quantity that is one larger. [View 10 Resources]
      • 5. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects. [View 12 Resources]
    • Compare numbers. [View 8 Resources]
      • 6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. [View 6 Resources]
      • 7. Compare two numbers between 1 and 10 presented as written numerals. [View 5 Resources]
  • Operations and Algebraic Thinking [View 73 Resources]
    • Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. [View 11 Resources]
      • 1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. [View 7 Resources]
      • 2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. [View 5 Resources]
      • 3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [View 7 Resources]
      • 4. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. [View 6 Resources]
      • 5. Fluently add and subtract within 5. [View 5 Resources]
    • Represent and solve problems involving addition and subtraction. [View 7 Resources]
      • 1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. [View 7 Resources]
      • 2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. [View 2 Resources]
    • Represent and solve problems involving addition and subtraction. [View 8 Resources]
      • 1. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. [View 8 Resources]
    • Understand and apply properties of operations and the relationship between addition and subtraction. [View 13 Resources]
      • 3. Apply properties of operations as strategies to add and subtract. [View 9 Resources]
      • 4. Understand subtraction as an unknown-addend problem. [View 9 Resources]
    • Add and subtract within 20. [View 22 Resources]
      • 5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [View 16 Resources]
      • 6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). [View 18 Resources]
    • Add and subtract within 20. [View 15 Resources]
      • 2. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. [View 15 Resources]
    • Work with addition and subtraction equations. [View 12 Resources]
      • 7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. [View 2 Resources]
      • 8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. [View 11 Resources]
    • Work with equal groups of objects to gain foundations for multiplication. [View 5 Resources]
      • 3. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
      • 4. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. [View 5 Resources]
    • Represent and solve problems involving multiplication and division. [View 23 Resources]
      • 1. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. [View 11 Resources]
      • 2. Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. [View 3 Resources]
      • 3. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. [View 10 Resources]
      • 4. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. [View 13 Resources]
    • Understand properties of multiplication and the relationship between multiplication and division. [View 26 Resources]
      • 5. Apply properties of operations as strategies to multiply and divide. [View 21 Resources]
      • 6. Understand division as an unknown-factor problem. [View 12 Resources]
    • Multiply and divide within 100. [View 27 Resources]
      • 7. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. [View 27 Resources]
    • Solve problems involving the four operations, and identify and explain patterns in arithmetic. [View 17 Resources]
      • 8. Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. [View 3 Resources]
      • 9. Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. [View 14 Resources]
    • Use the four operations with whole numbers to solve problems. [View 13 Resources]
      • 1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. [View 7 Resources]
      • 2. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. [View 6 Resources]
      • 3. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. [View 6 Resources]
    • Gain familiarity with factors and multiples. [View 15 Resources]
      • 4. Find all factor pairs for a whole number in the range 1—100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1—100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1—100 is prime or composite. [View 15 Resources]
    • Generate and analyze patterns. [View 20 Resources]
      • 5. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. [View 20 Resources]
    • Write and interpret numerical expressions. [View 5 Resources]
      • 1. Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. [View 3 Resources]
      • 2. Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. [View 5 Resources]
    • Analyze patterns and relationships. [View 6 Resources]
      • 3. Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. [View 6 Resources]
  • Number and Operations in Base Ten [View 33 Resources]
    • Work with numbers 11—19 to gain foundations for place value. [View 3 Resources]
      • 1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. [View 3 Resources]
    • Extend the counting sequence. [View 5 Resources]
      • 1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. [View 5 Resources]
    • Understand place value. [View 13 Resources]
      • 2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: [View 12 Resources]
        • a. 10 can be thought of as a bundle of ten ones — called a "ten."
        • b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
        • c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
      • 3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. [View 3 Resources]
    • Understand place value. [View 14 Resources]
      • 1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: [View 7 Resources]
        • a. 100 can be thought of as a bundle of ten tens — called a "hundred."
        • b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
      • 2. Count within 1000; skip-count by 5s, 10s, and 100s. [View 10 Resources]
      • 3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. [View 6 Resources]
      • 4. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
    • Use place value understanding and properties of operations to add and subtract. [View 8 Resources]
      • 4. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. [View 7 Resources]
      • 5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. [View 3 Resources]
      • 6. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. [View 1 Resources]
    • Use place value understanding and properties of operations to add and subtract. [View 15 Resources]
      • 5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. [View 11 Resources]
      • 6. Add up to four two-digit numbers using strategies based on place value and properties of operations. [View 7 Resources]
      • 7. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. [View 10 Resources]
      • 8. Mentally add 10 or 100 to a given number 100—900, and mentally subtract 10 or 100 from a given number 100—900. [View 3 Resources]
      • 9. Explain why addition and subtraction strategies work, using place value and the properties of operations. [View 3 Resources]
    • Use place value understanding and properties of operations to perform multi-digit arithmetic. [View 19 Resources]
      • 1. Use place value understanding to round whole numbers to the nearest 10 or 100. [View 1 Resources]
      • 2. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. [View 15 Resources]
      • 3. Multiply one-digit whole numbers by multiples of 10 in the range 10—90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations. [View 6 Resources]
    • Use place value understanding and properties of operations to perform multi-digit arithmetic. [View 9 Resources]
      • 4. Fluently add and subtract multi-digit whole numbers using the standard algorithm. [View 5 Resources]
      • 5. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. [View 5 Resources]
      • 6. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. [View 3 Resources]
    • Generalize place value understanding for multi-digit whole numbers. [View 12 Resources]
      • 1. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. [View 10 Resources]
      • 2. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. [View 5 Resources]
      • 3. Use place value understanding to round multi-digit whole numbers to any place. [View 2 Resources]
    • Understand the place value system. [View 10 Resources]
      • 1. Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. [View 9 Resources]
      • 2. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. [View 2 Resources]
      • 3. Read, write, and compare decimals to thousandths. [View 6 Resources]
        • a. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000). [View 6 Resources]
        • b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. [View 2 Resources]
      • 4. Use place value understanding to round decimals to any place. [View 2 Resources]
    • Perform operations with multi-digit whole numbers and with decimals to hundredths. [View 7 Resources]
      • 5. Fluently multiply multi-digit whole numbers using the standard algorithm. [View 2 Resources]
      • 6. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
      • 7. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. [View 5 Resources]
  • Measurement and Data [View 84 Resources]
    • Describe and compare measurable attributes. [View 5 Resources]
      • 1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. [View 3 Resources]
      • 2. Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. [View 4 Resources]
    • Classify objects and count the number of objects in each category. [View 2 Resources]
      • 3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. [View 2 Resources]
    • Measure lengths indirectly and by iterating length units. [View 10 Resources]
      • 1. Order three objects by length; compare the lengths of two objects indirectly by using a third object. [View 5 Resources]
      • 2. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. [View 10 Resources]
    • Tell and write time. [View 3 Resources]
      • 3. Tell and write time in hours and half-hours using analog and digital clocks. [View 3 Resources]
    • Represent and interpret data. [View 4 Resources]
      • 4. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [View 4 Resources]
    • Represent and interpret data. [View 7 Resources]
      • 9. Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. [View 1 Resources]
      • 10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. [View 6 Resources]
    • Represent and interpret data. [View 11 Resources]
      • 3. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. [View 7 Resources]
      • 4. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters. [View 4 Resources]
    • Represent and interpret data. [View 2 Resources]
      • 4. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. [View 2 Resources]
    • Represent and interpret data. [View 2 Resources]
      • 2. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. [View 2 Resources]
    • Measure and estimate lengths in standard units. [View 10 Resources]
      • 1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [View 10 Resources]
      • 2. Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. [View 1 Resources]
      • 3. Estimate lengths using units of inches, feet, centimeters, and meters. [View 4 Resources]
      • 4. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
    • Relate addition and subtraction to length.
      • 5. Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.
      • 6. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.
    • Work with time and money. [View 5 Resources]
      • 7. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. [View 3 Resources]
      • 8. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. [View 2 Resources]
    • Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. [View 10 Resources]
      • 1. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. [View 3 Resources]
      • 2. Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. [View 7 Resources]
    • Geometric measurement: understand concepts of area and relate area to multiplication and to addition. [View 27 Resources]
      • 5. Recognize area as an attribute of plane figures and understand concepts of area measurement. [View 14 Resources]
        • a. A square with side length 1 unit, called "a unit square," is said to have "one square unit" of area, and can be used to measure area. [View 14 Resources]
        • b. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. [View 14 Resources]
      • 6. Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). [View 18 Resources]
      • 7. Relate area to the operations of multiplication and addition. [View 20 Resources]
        • a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. [View 13 Resources]
        • b. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. [View 14 Resources]
        • c. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning. [View 4 Resources]
        • d. Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems. [View 8 Resources]
    • Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures. [View 13 Resources]
      • 8. Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. [View 13 Resources]
    • Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. [View 15 Resources]
      • 1. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two column table. [View 5 Resources]
      • 2. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. [View 3 Resources]
      • 3. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. [View 8 Resources]
    • Geometric measurement: understand concepts of angle and measure angles. [View 4 Resources]
      • 5. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: [View 3 Resources]
        • a. An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a "one-degree angle," and can be used to measure angles.
        • b. An angle that turns through n one-degree angles is said to have an angle measure of n degrees.
      • 6. Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. [View 1 Resources]
      • 7. Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. [View 1 Resources]
    • Convert like measurement units within a given measurement system. [View 3 Resources]
      • 1. Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. [View 3 Resources]
    • Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition. [View 11 Resources]
      • 3. Recognize volume as an attribute of solid figures and understand concepts of volume measurement. [View 7 Resources]
        • a. A cube with side length 1 unit, called a "unit cube," is said to have "one cubic unit" of volume, and can be used to measure volume. [View 6 Resources]
        • b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. [View 6 Resources]
      • 4. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. [View 8 Resources]
      • 5. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. [View 8 Resources]
        • a. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. [View 5 Resources]
        • b. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems. [View 5 Resources]
        • c. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. [View 3 Resources]
  • Geometry [View 80 Resources]
    • Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). [View 3 Resources]
      • 1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
      • 2. Correctly name shapes regardless of their orientations or overall size. [View 3 Resources]
      • 3. Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").
    • Analyze, compare, create, and compose shapes. [View 5 Resources]
      • 4. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). [View 4 Resources]
      • 5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. [View 1 Resources]
      • 6. Compose simple shapes to form larger shapes. [View 1 Resources]
    • Reason with shapes and their attributes. [View 9 Resources]
      • 1. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. [View 2 Resources]
      • 2. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. [View 5 Resources]
      • 3. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. [View 3 Resources]
    • Reason with shapes and their attributes. [View 24 Resources]
      • 1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. [View 13 Resources]
      • 2. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. [View 6 Resources]
      • 3. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. [View 6 Resources]
    • Reason with shapes and their attributes. [View 18 Resources]
      • 1. Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. [View 6 Resources]
      • 2. Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. [View 12 Resources]
    • Draw and identify lines and angles, and classify shapes by properties of their lines and angles. [View 5 Resources]
      • 1. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. [View 2 Resources]
      • 2. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. [View 1 Resources]
      • 3. Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. [View 2 Resources]
    • Graph points on the coordinate plane to solve real-world and mathematical problems. [View 9 Resources]
      • 1. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). [View 9 Resources]
      • 2. Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. [View 7 Resources]
    • Classify two-dimensional figures into categories based on their properties. [View 5 Resources]
      • 3. Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. [View 3 Resources]
      • 4. Classify two-dimensional figures in a hierarchy based on properties. [View 3 Resources]
    • Solve real-world and mathematical problems involving area, surface area, and volume. [View 18 Resources]
      • 1. Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. [View 11 Resources]
      • 2. Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems. [View 5 Resources]
      • 3. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.
      • 4. Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems. [View 7 Resources]
    • Draw, construct, and describe geometrical figures and describe the relationships between them. [View 9 Resources]
      • 1. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. [View 8 Resources]
      • 2. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
      • 3. Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. [View 1 Resources]
    • Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. [View 14 Resources]
      • 4. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. [View 6 Resources]
      • 5. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.
      • 6. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. [View 10 Resources]
    • Understand congruence and similarity using physical models, transparencies, or geometry software. [View 4 Resources]
      • 1. Verify experimentally the properties of rotations, reflections, and translations: [View 1 Resources]
        • a. Lines are taken to lines, and line segments to line segments of the same length.
        • b. Angles are taken to angles of the same measure.
        • c. Parallel lines are taken to parallel lines.
      • 2. Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them. [View 2 Resources]
      • 3. Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. [View 2 Resources]
      • 4. Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them. [View 2 Resources]
      • 5. Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.
    • Understand and apply the Pythagorean Theorem. [View 6 Resources]
      • 6. Explain a proof of the Pythagorean Theorem and its converse. [View 4 Resources]
      • 7. Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. [View 3 Resources]
      • 8. Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. [View 2 Resources]
    • Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres. [View 6 Resources]
      • 9. Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems. [View 6 Resources]
  • Number and Operations—Fractions [View 38 Resources]
    • Develop understanding of fractions as numbers. [View 21 Resources]
      • 1. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. [View 19 Resources]
      • 2. Understand a fraction as a number on the number line; represent fractions on a number line diagram. [View 4 Resources]
        • a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. [View 4 Resources]
        • b. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. [View 4 Resources]
      • 3. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. [View 14 Resources]
        • a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. [View 11 Resources]
        • b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model. [View 12 Resources]
        • c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. [View 1 Resources]
        • d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. [View 4 Resources]
    • Extend understanding of fraction equivalence and ordering. [View 13 Resources]
      • 1. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. [View 8 Resources]
      • 2. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. [View 8 Resources]
    • Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. [View 11 Resources]
      • 3. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. [View 7 Resources]
        • a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. [View 2 Resources]
        • b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. [View 6 Resources]
        • c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. [View 2 Resources]
        • d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.
      • 4. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. [View 5 Resources]
        • a. Understand a fraction a/b as a multiple of 1/b. [View 4 Resources]
        • b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. [View 3 Resources]
        • c. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. [View 1 Resources]
    • Understand decimal notation for fractions, and compare decimal fractions. [View 6 Resources]
      • 5. Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.
      • 6. Use decimal notation for fractions with denominators 10 or 100. [View 5 Resources]
      • 7. Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model. [View 4 Resources]
    • Use equivalent fractions as a strategy to add and subtract fractions. [View 6 Resources]
      • 1. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. [View 5 Resources]
      • 2. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. [View 1 Resources]
    • Apply and extend previous understandings of multiplication and division to multiply and divide fractions. [View 10 Resources]
      • 3. Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. [View 1 Resources]
      • 4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. [View 6 Resources]
        • a. Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. [View 5 Resources]
        • b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas. [View 1 Resources]
      • 5. Interpret multiplication as scaling (resizing), by: [View 3 Resources]
        • a. Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.
        • b. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1.
      • 6. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. [View 4 Resources]
      • 7. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. [View 2 Resources]
        • a. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. [View 1 Resources]
        • b. Interpret division of a whole number by a unit fraction, and compute such quotients. [View 1 Resources]
        • c. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. [View 2 Resources]
  • Ratios and Proportional Relationships [View 22 Resources]
    • Understand ratio concepts and use ratio reasoning to solve problems. [View 17 Resources]
      • 1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. [View 9 Resources]
      • 2. Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. [View 7 Resources]
      • 3. Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. [View 15 Resources]
        • a. Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. [View 7 Resources]
        • b. Solve unit rate problems including those involving unit pricing and constant speed. [View 7 Resources]
        • c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. [View 4 Resources]
        • d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. [View 5 Resources]
    • Analyze proportional relationships and use them to solve real-world and mathematical problems. [View 13 Resources]
      • 1. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. [View 4 Resources]
      • 2. Recognize and represent proportional relationships between quantities. [View 8 Resources]
        • a. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. [View 3 Resources]
        • b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. [View 5 Resources]
        • c. Represent proportional relationships by equations. [View 4 Resources]
        • d. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.
      • 3. Use proportional relationships to solve multistep ratio and percent problems. [View 8 Resources]
  • The Number System [View 14 Resources]
    • Apply and extend previous understandings of multiplication and division to divide fractions by fractions. [View 3 Resources]
      • 1. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. [View 3 Resources]
    • Compute fluently with multi-digit numbers and find common factors and multiples. [View 5 Resources]
      • 2. Fluently divide multi-digit numbers using the standard algorithm. [View 3 Resources]
      • 3. Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
      • 4. Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1—100 with a common factor as a multiple of a sum of two whole numbers with no common factor. [View 2 Resources]
    • Apply and extend previous understandings of numbers to the system of rational numbers. [View 5 Resources]
      • 5. Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. [View 1 Resources]
      • 6. Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. [View 2 Resources]
        • a. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., -(-3) = 3, and that 0 is its own opposite.
        • b. Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes. [View 1 Resources]
        • c. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. [View 2 Resources]
      • 7. Understand ordering and absolute value of rational numbers. [View 2 Resources]
        • a. Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. [View 2 Resources]
        • b. Write, interpret, and explain statements of order for rational numbers in real-world contexts.
        • c. Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation.
        • d. Distinguish comparisons of absolute value from statements about order.
      • 8. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
    • Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. [View 1 Resources]
      • 1. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.
        • a. Describe situations in which opposite quantities combine to make 0.
        • b. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts.
        • c. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts.
        • d. Apply properties of operations as strategies to add and subtract rational numbers.
      • 2. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
        • a. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts.
        • b. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real-world contexts.
        • c. Apply properties of operations as strategies to multiply and divide rational numbers.
        • d. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.
      • 3. Solve real-world and mathematical problems involving the four operations with rational numbers. [View 1 Resources]
    • Know that there are numbers that are not rational, and approximate them by rational numbers. [View 1 Resources]
      • 1. Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number. [View 1 Resources]
      • 2. Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π²).
  • Expressions and Equations [View 28 Resources]
    • Apply and extend previous understandings of arithmetic to algebraic expressions. [View 7 Resources]
      • 1. Write and evaluate numerical expressions involving whole-number exponents. [View 2 Resources]
      • 2. Write, read, and evaluate expressions in which letters stand for numbers. [View 6 Resources]
        • a. Write expressions that record operations with numbers and with letters standing for numbers. [View 3 Resources]
        • b. Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. [View 1 Resources]
        • c. Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). [View 2 Resources]
      • 3. Apply the properties of operations to generate equivalent expressions. [View 1 Resources]
      • 4. Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). [View 1 Resources]
    • Reason about and solve one-variable equations and inequalities. [View 3 Resources]
      • 5. Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true. [View 2 Resources]
      • 6. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. [View 2 Resources]
      • 7. Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.
      • 8. Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.
    • Represent and analyze quantitative relationships between dependent and independent variables. [View 6 Resources]
      • 9. Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. [View 6 Resources]
    • Use properties of operations to generate equivalent expressions. [View 2 Resources]
      • 1. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. [View 2 Resources]
      • 2. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related.
    • Solve real-life and mathematical problems using numerical and algebraic expressions and equations. [View 5 Resources]
      • 3. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. [View 2 Resources]
      • 4. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. [View 4 Resources]
        • a. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. [View 2 Resources]
        • b. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. [View 2 Resources]
    • Work with radicals and integer exponents. [View 1 Resources]
      • 1. Know and apply the properties of integer exponents to generate equivalent numerical expressions.
      • 2. Use square root and cube root symbols to represent solutions to equations of the form x² = p and x³ = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational.
      • 3. Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. [View 1 Resources]
      • 4. Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology. [View 1 Resources]
    • Understand the connections between proportional relationships, lines, and linear equations. [View 11 Resources]
      • 5. Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. [View 10 Resources]
      • 6. Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b. [View 2 Resources]
    • Analyze and solve linear equations and pairs of simultaneous linear equations. [View 13 Resources]
      • 7. Solve linear equations in one variable. [View 10 Resources]
        • a. Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers). [View 10 Resources]
        • b. Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms. [View 4 Resources]
      • 8. Analyze and solve pairs of simultaneous linear equations. [View 5 Resources]
        • a. Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously. [View 5 Resources]
        • b. Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. [View 3 Resources]
        • c. Solve real-world and mathematical problems leading to two linear equations in two variables. [View 2 Resources]
  • Statistics and Probability [View 21 Resources]
    • Develop understanding of statistical variability. [View 4 Resources]
      • 1. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. [View 3 Resources]
      • 2. Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. [View 2 Resources]
      • 3. Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number. [View 1 Resources]
    • Summarize and describe distributions. [View 3 Resources]
      • 4. Display numerical data in plots on a number line, including dot plots, histograms, and box plots. [View 2 Resources]
      • 5. Summarize numerical data sets in relation to their context, such as by: [View 1 Resources]
        • a. Reporting the number of observations.
        • b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
        • c. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.
        • d. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.
    • Use random sampling to draw inferences about a population. [View 1 Resources]
      • 1. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.
      • 2. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. [View 1 Resources]
    • Draw informal comparative inferences about two populations.
      • 3. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability.
      • 4. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations.
    • Investigate chance processes and develop, use, and evaluate probability models. [View 12 Resources]
      • 5. Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. [View 9 Resources]
      • 6. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. [View 6 Resources]
      • 7. Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. [View 4 Resources]
        • a. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. [View 1 Resources]
        • b. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. [View 4 Resources]
      • 8. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. [View 1 Resources]
        • a. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs.
        • b. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event. [View 1 Resources]
        • c. Design and use a simulation to generate frequencies for compound events.
    • Investigate patterns of association in bivariate data. [View 6 Resources]
      • 1. Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association. [View 3 Resources]
      • 2. Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line. [View 5 Resources]
      • 3. Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. [View 3 Resources]
      • 4. Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables.
  • Functions [View 16 Resources]
    • Define, evaluate, and compare functions. [View 15 Resources]
      • 1. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. [View 8 Resources]
      • 2. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). [View 6 Resources]
      • 3. Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. [View 8 Resources]
    • Use functions to model relationships between quantities. [View 13 Resources]
      • 4. Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values. [View 12 Resources]
      • 5. Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally. [View 6 Resources]
  • High School — Number and Quantity [View 2 Resources]
    • The Real Number System
      • Extend the properties of exponents to rational exponents.
        • 1. Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents.
        • 2. Rewrite expressions involving radicals and rational exponents using the properties of exponents.
      • Use properties of rational and irrational numbers.
        • 3. Explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational.
    • Quantities^★ [View 2 Resources]
      • Reason quantitatively and use units to solve problems. [View 2 Resources]
        • 1. Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. [View 1 Resources]
        • 2. Define appropriate quantities for the purpose of descriptive modeling. [View 2 Resources]
        • 3. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
    • The Complex Number System
      • Perform arithmetic operations with complex numbers.
        • 1. Know there is a complex number i such that i² = -1, and every complex number has the form a + bi with a and b real.
        • 2. Use the relation i² = -1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers.
        • 3. (+) Find the conjugate of a complex number; use conjugates to find moduli and quotients of complex numbers.
      • Represent complex numbers and their operations on the complex plane.
        • 4. (+) Represent complex numbers on the complex plane in rectangular and polar form (including real and imaginary numbers), and explain why the rectangular and polar forms of a given complex number represent the same number.
        • 5. (+) Represent addition, subtraction, multiplication, and conjugation of complex numbers geometrically on the complex plane; use properties of this representation for computation.
        • 6. (+) Calculate the distance between numbers in the complex plane as the modulus of the difference, and the midpoint of a segment as the average of the numbers at its endpoints.
      • Use complex numbers in polynomial identities and equations.
        • 7. Solve quadratic equations with real coefficients that have complex solutions.
        • 8. (+) Extend polynomial identities to the complex numbers.
        • 9. (+) Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials.
    • Vector and Matrix Quantities
      • Represent and model with vector quantities.
        • 1. (+) Recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line segments, and use appropriate symbols for vectors and their magnitudes (e.g., v, |v|, ||v||, v).
        • 2. (+) Find the components of a vector by subtracting the coordinates of an initial point from the coordinates of a terminal point.
        • 3. (+) Solve problems involving velocity and other quantities that can be represented by vectors.
      • Perform operations on vectors.
        • 4. (+) Add and subtract vectors.
          • a. Add vectors end-to-end, component-wise, and by the parallelogram rule. Understand that the magnitude of a sum of two vectors is typically not the sum of the magnitudes.
          • b. Given two vectors in magnitude and direction form, determine the magnitude and direction of their sum.
          • c. Understand vector subtraction v - w as v + (-w), where -w is the additive inverse of w, with the same magnitude as w and pointing in the opposite direction. Represent vector subtraction graphically by connecting the tips in the appropriate order, and perform vector subtraction component-wise.
        • 5. (+) Multiply a vector by a scalar.
          • a. Represent scalar multiplication graphically by scaling vectors and possibly reversing their direction; perform scalar multiplication component-wise, e.g., as c(v_x, v_y) = (cv_x, cv_y).
          • b. Compute the magnitude of a scalar multiple cv using ||cv|| = |c|v. Compute the direction of cv knowing that when |c|v ? 0, the direction of cv is either along v (for c > 0) or against v (for c < 0).
      • Perform operations on matrices and use matrices in applications.
        • 6. (+) Use matrices to represent and manipulate data, e.g., to represent payoffs or incidence relationships in a network.
        • 7. (+) Multiply matrices by scalars to produce new matrices, e.g., as when all of the payoffs in a game are doubled.
        • 8. (+) Add, subtract, and multiply matrices of appropriate dimensions.
        • 9. (+) Understand that, unlike multiplication of numbers, matrix multiplication for square matrices is not a commutative operation, but still satisfies the associative and distributive properties.
        • 10. (+) Understand that the zero and identity matrices play a role in matrix addition and multiplication similar to the role of 0 and 1 in the real numbers. The determinant of a square matrix is nonzero if and only if the matrix has a multiplicative inverse.
        • 11. (+) Multiply a vector (regarded as a matrix with one column) by a matrix of suitable dimensions to produce another vector. Work with matrices as transformations of vectors.
        • 12. (+) Work with 2 × 2 matrices as transformations of the plane, and interpret the absolute value of the determinant in terms of area.
  • High School — Algebra [View 15 Resources]
    • Seeing Structure in Expressions
      • Interpret the structure of expressions
        • 1. Interpret expressions that represent a quantity in terms of its context ^★
          • a. Interpret parts of an expression, such as terms, factors, and coefficients.
          • b. Interpret complicated expressions by viewing one or more of their parts as a single entity.
        • 2. Use the structure of an expression to identify ways to rewrite it.
      • Write expressions in equivalent forms to solve problems
        • 3. Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.^★
          • a. Factor a quadratic expression to reveal the zeros of the function it defines.
          • b. Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.
          • c. Use the properties of exponents to transform expressions for exponential functions.
        • 4. Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems.^★
    • Arithmetic with Polynomials and Rational Expressions [View 1 Resources]
      • Perform arithmetic operations on polynomials [View 1 Resources]
        • 1. Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials. [View 1 Resources]
      • Understand the relationship between zeros and factors of polynomials
        • 2. Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on division by x - a is p(a), so p(a) = 0 if and only if (x - a) is a factor of p(x).
        • 3. Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.
      • Use polynomial identities to solve problems
        • 4. Prove polynomial identities and use them to describe numerical relationships.
        • 5. (+) Know and apply the Binomial Theorem for the expansion of (x + y)ⁿ in powers of x and y for a positive integer n, where x and y are any numbers, with coefficients determined for example by Pascal's Triangle.
      • Rewrite rational expressions
        • 6. Rewrite simple rational expressions in different forms; write ^a(x/_b(x) in the form q(x) + ^r(x)/_b(x), where a(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, for the more complicated examples, a computer algebra system.
        • 7. (+) Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.
    • Creating Equations^★ [View 10 Resources]
      • Create equations that describe numbers or relationships [View 10 Resources]
        • 1. Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. [View 8 Resources]
        • 2. Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. [View 4 Resources]
        • 3. Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. [View 1 Resources]
        • 4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
    • Reasoning with Equations and Inequalities [View 12 Resources]
      • Understand solving equations as a process of reasoning and explain the reasoning [View 2 Resources]
        • 1. Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method. [View 2 Resources]
        • 2. Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise. [View 2 Resources]
      • Solve equations and inequalities in one variable [View 7 Resources]
        • 3. Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. [View 7 Resources]
        • 4. Solve quadratic equations in one variable.
          • a. Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x - p)² = q that has the same solutions. Derive the quadratic formula from this form.
          • b. Solve quadratic equations by inspection (e.g., for x² = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.
      • Solve systems of equations [View 1 Resources]
        • 5. Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.
        • 6. Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables. [View 1 Resources]
        • 7. Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically.
        • 8. (+) Represent a system of linear equations as a single matrix equation in a vector variable.
        • 9. (+) Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of dimension 3 × 3 or greater). [View 1 Resources]
      • Represent and solve equations and inequalities graphically [View 4 Resources]
        • 10. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). [View 3 Resources]
        • 11. Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.^★
        • 12. Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes. [View 1 Resources]
  • High School — Functions [View 21 Resources]
    • Interpreting Functions [View 18 Resources]
      • Understand the concept of a function and use function notation [View 9 Resources]
        • 1. Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x). [View 9 Resources]
        • 2. Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context. [View 1 Resources]
        • 3. Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers.
      • Interpret functions that arise in applications in terms of the context [View 14 Resources]
        • 4. For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.^★ [View 11 Resources]
        • 5. Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.^★ [View 5 Resources]
        • 6. Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.^★ [View 6 Resources]
      • Analyze functions using different representations [View 14 Resources]
        • 7. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.^★ [View 13 Resources]
          • a. Graph linear and quadratic functions and show intercepts, maxima, and minima. [View 13 Resources]
          • b. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions. [View 5 Resources]
          • c. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior. [View 5 Resources]
          • d. (+) Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior. [View 4 Resources]
          • e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude. [View 5 Resources]
        • 8. Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. [View 2 Resources]
          • a. Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context. [View 1 Resources]
          • b. Use the properties of exponents to interpret expressions for exponential functions. [View 1 Resources]
        • 9. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
    • Building Functions [View 8 Resources]
      • Build a function that models a relationship between two quantities [View 6 Resources]
        • 1. Write a function that describes a relationship between two quantities ^★ [View 6 Resources]
          • a. Determine an explicit expression, a recursive process, or steps for calculation from a context. [View 2 Resources]
          • b. Combine standard function types using arithmetic operations. [View 5 Resources]
          • c. (+) Compose functions. [View 3 Resources]
        • 2. Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.^★
      • Build new functions from existing functions [View 6 Resources]
        • 3. Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. [View 4 Resources]
        • 4. Find inverse functions. [View 2 Resources]
          • a. Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. [View 2 Resources]
          • b. (+) Verify by composition that one function is the inverse of another.
          • c. (+) Read values of an inverse function from a graph or a table, given that the function has an inverse.
          • d. (+) Produce an invertible function from a non-invertible function by restricting the domain.
        • 5. (+) Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents.
    • Linear, Quadratic, and Exponential Models^★ [View 15 Resources]
      • Construct and compare linear, quadratic, and exponential models and solve problems [View 15 Resources]
        • 1. Distinguish between situations that can be modeled with linear functions and with exponential functions. [View 12 Resources]
          • a. Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals. [View 9 Resources]
          • b. Recognize situations in which one quantity changes at a constant rate per unit interval relative to another. [View 7 Resources]
          • c. Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another. [View 4 Resources]
        • 2. Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table). [View 11 Resources]
        • 3. Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function. [View 8 Resources]
        • 4. For exponential models, express as a logarithm the solution to ab^ct = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology. [View 2 Resources]
      • Interpret expressions for functions in terms of the situation they model [View 4 Resources]
        • 5. Interpret the parameters in a linear or exponential function in terms of a context. [View 4 Resources]
    • Trigonometric Functions [View 4 Resources]
      • Extend the domain of trigonometric functions using the unit circle
        • 1. Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle.
        • 2. Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle.
        • 3. (+) Use special triangles to determine geometrically the values of sine, cosine, tangent for π/3, π/4 and π/6, and use the unit circle to express the values of sine, cosine, and tangent for π-x, π+x, and 2π-x in terms of their values for x, where x is any real number.
        • 4. (+) Use the unit circle to explain symmetry (odd and even) and periodicity of trigonometric functions.
      • Model periodic phenomena with trigonometric functions [View 4 Resources]
        • 5. Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline.^★ [View 4 Resources]
        • 6. (+) Understand that restricting a trigonometric function to a domain on which it is always increasing or always decreasing allows its inverse to be constructed.
        • 7. (+) Use inverse functions to solve trigonometric equations that arise in modeling contexts; evaluate the solutions using technology, and interpret them in terms of the context.^★ [View 1 Resources]
      • Prove and apply trigonometric identities
        • 8. Prove the Pythagorean identity sin²(θ) + cos²(θ) = 1 and use it to find sin(θ), cos(θ), or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle.
        • 9. (+) Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.
  • High School — Geometry [View 24 Resources]
    • Congruence [View 4 Resources]
      • Experiment with transformations in the plane [View 3 Resources]
        • 1. Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc. [View 2 Resources]
        • 2. Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch). [View 1 Resources]
        • 3. Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself.
        • 4. Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments. [View 1 Resources]
        • 5. Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another. [View 1 Resources]
      • Understand congruence in terms of rigid motions [View 1 Resources]
        • 6. Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent. [View 1 Resources]
        • 7. Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent.
        • 8. Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions.
      • Prove geometric theorems
        • 9. Prove theorems about lines and angles.
        • 10. Prove theorems about triangles.
        • 11. Prove theorems about parallelograms.
      • Make geometric constructions [View 1 Resources]
        • 12. Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line. [View 1 Resources]
        • 13. Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.
    • Similarity, Right Triangles, and Trigonometry [View 6 Resources]
      • Understand similarity in terms of similarity transformations [View 4 Resources]
        • 1. Verify experimentally the properties of dilations given by a center and a scale factor: [View 3 Resources]
          • a. A dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line passing through the center unchanged.
          • b. The dilation of a line segment is longer or shorter in the ratio given by the scale factor.
        • 2. Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides. [View 1 Resources]
        • 3. Use the properties of similarity transformations to establish the AA criterion for two triangles to be similar. [View 1 Resources]
      • Prove theorems involving similarity [View 3 Resources]
        • 4. Prove theorems about triangles. [View 2 Resources]
        • 5. Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures. [View 1 Resources]
      • Define trigonometric ratios and solve problems involving right triangles [View 1 Resources]
        • 6. Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.
        • 7. Explain and use the relationship between the sine and cosine of complementary angles.
        • 8. Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.^★ [View 1 Resources]
      • Apply trigonometry to general triangles
        • 9. (+) Derive the formula A = 1/2 ab sin(C) for the area of a triangle by drawing an auxiliary line from a vertex perpendicular to the opposite side.
        • 10. (+) Prove the Laws of Sines and Cosines and use them to solve problems.
        • 11. (+) Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e.g., surveying problems, resultant forces).
    • Circles
      • Understand and apply theorems about circles
        • 1. Prove that all circles are similar.
        • 2. Identify and describe relationships among inscribed angles, radii, and chords.
        • 3. Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle.
        • 4. (+) Construct a tangent line from a point outside a given circle to the circle.
      • Find arc lengths and areas of sectors of circles
        • 5. Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector.
    • Expressing Geometric Properties with Equations [View 2 Resources]
      • Translate between the geometric description and the equation for a conic section [View 1 Resources]
        • 1. Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation. [View 1 Resources]
        • 2. Derive the equation of a parabola given a focus and directrix. [View 1 Resources]
        • 3. (+) Derive the equations of ellipses and hyperbolas given the foci, using the fact that the sum or difference of distances from the foci is constant. [View 1 Resources]
      • Use coordinates to prove simple geometric theorems algebraically [View 1 Resources]
        • 4. Use coordinates to prove simple geometric theorems algebraically.
        • 5. Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point). [View 1 Resources]
        • 6. Find the point on a directed line segment between two given points that partitions the segment in a given ratio.
        • 7. Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.^★
    • Geometric Measurement and Dimension [View 10 Resources]
      • Explain volume formulas and use them to solve problems [View 8 Resources]
        • 1. Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. [View 4 Resources]
        • 2. (+) Give an informal argument using Cavalieri's principle for the formulas for the volume of a sphere and other solid figures.
        • 3. Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.^★ [View 6 Resources]
      • Visualize relationships between two-dimensional and three-dimensional objects [View 3 Resources]
        • 4. Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects. [View 3 Resources]
    • Modeling with Geometry [View 6 Resources]
      • Apply geometric concepts in modeling situations [View 6 Resources]
        • 1. Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).^★ [View 1 Resources]
        • 2. Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).^★ [View 3 Resources]
        • 3. Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).^★ [View 2 Resources]
  • High School — Statistics and Probability^★ [View 26 Resources]
    • Interpreting Categorical and Quantitative Data [View 11 Resources]
      • Summarize, represent, and interpret data on a single count or measurement variable [View 3 Resources]
        • 1. Represent data with plots on the real number line (dot plots, histograms, and box plots). [View 1 Resources]
        • 2. Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. [View 3 Resources]
        • 3. Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).
        • 4. Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve. [View 1 Resources]
      • Summarize, represent, and interpret data on two categorical and quantitative variables [View 4 Resources]
        • 5. Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data. [View 2 Resources]
        • 6. Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. [View 4 Resources]
          • a. Fit a function to the data; use functions fitted to data to solve problems in the context of the data. [View 3 Resources]
          • b. Informally assess the fit of a function by plotting and analyzing residuals. [View 3 Resources]
          • c. Fit a linear function for a scatter plot that suggests a linear association. [View 4 Resources]
      • Interpret linear models [View 7 Resources]
        • 7. Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. [View 7 Resources]
        • 8. Compute (using technology) and interpret the correlation coefficient of a linear fit. [View 2 Resources]
        • 9. Distinguish between correlation and causation.
    • Making Inferences and Justifying Conclusions [View 15 Resources]
      • Understand and evaluate random processes underlying statistical experiments [View 15 Resources]
        • 1. Understand statistics as a process for making inferences about population parameters based on a random sample from that population. [View 1 Resources]
        • 2. Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. [View 15 Resources]
      • Make inferences and justify conclusions from sample surveys, experiments, and observational studies [View 14 Resources]
        • 3. Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each. [View 7 Resources]
        • 4. Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling. [View 1 Resources]
        • 5. Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant. [View 8 Resources]
        • 6. Evaluate reports based on data.
    • Conditional Probability and the Rules of Probability [View 9 Resources]
      • Understand independence and conditional probability and use them to interpret data [View 8 Resources]
        • 1. Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events ("or," "and," "not"). [View 3 Resources]
        • 2. Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent. [View 4 Resources]
        • 3. Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A and B as saying that the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of B. [View 1 Resources]
        • 4. Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities.
        • 5. Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations.
      • Use the rules of probability to compute probabilities of compound events in a uniform probability model [View 6 Resources]
        • 6. Find the conditional probability of A given B as the fraction of B's outcomes that also belong to A, and interpret the answer in terms of the model. [View 6 Resources]
        • 7. Apply the Addition Rule, P(A or B) = P(A) + P(B) - P(A and B), and interpret the answer in terms of the model.
        • 8. (+) Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(B|A) = P(B)P(A|B), and interpret the answer in terms of the model.
        • 9. (+) Use permutations and combinations to compute probabilities of compound events and solve problems. [View 1 Resources]
    • Using Probability to Make Decisions [View 15 Resources]
      • Calculate expected values and use them to solve problems [View 14 Resources]
        • 1. (+) Define a random variable for a quantity of interest by assigning a numerical value to each event in a sample space; graph the corresponding probability distribution using the same graphical displays as for data distributions. [View 10 Resources]
        • 2. (+) Calculate the expected value of a random variable; interpret it as the mean of the probability distribution. [View 5 Resources]
        • 3. (+) Develop a probability distribution for a random variable defined for a sample space in which theoretical probabilities can be calculated; find the expected value. [View 3 Resources]
        • 4. (+) Develop a probability distribution for a random variable defined for a sample space in which probabilities are assigned empirically; find the expected value. [View 2 Resources]
      • Use probability to evaluate outcomes of decisions [View 15 Resources]
        • 5. (+) Weigh the possible outcomes of a decision by assigning probabilities to payoff values and finding expected values.
          • a. Find the expected payoff for a game of chance.
          • b. Evaluate and compare strategies on the basis of expected values.
        • 6. (+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator). [View 11 Resources]
        • 7. (+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game). [View 9 Resources]
• National Standards for Arts Education
  • Dance
    • Content Standard 1: Identifying and demonstrating movement elements and skills in performing dance
      • Achievement Standard:
        • Students accurately demonstrate nonlocomotor/axial movements (such as bend, twist, stretch, swing)
        • Students accurately demonstrate eight basic locomotor movements (such as walk, run, hop, jump, leap, gallop, slide, and skip), traveling forward, backward, sideward, diagonally, and turning
        • Students create shapes at low, middle, and high levels
        • Students demonstrate the ability to define and maintain personal space
        • Students demonstrate movements in straight and curved pathways
        • Students demonstrate accuracy in moving to a musical beat and responding to changes in tempo
        • Students demonstrate kinesthetic awareness, concentration, and focus in performing movement skills
        • Students attentively observe and accurately describe the action (such as skip, gallop) and movement elements (such as levels, directions) in a brief movement study
        • Students demonstrate the following movement skills and explain the underlying principles: alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing, fall and recovery
        • Students accurately identify and demonstrate basic dance steps, positions, and patterns for dance from two different styles or traditions (e.g., ballet, square, Ghanasian, Middle Eastern, modern)
        • Students accurately transfer a spatial pattern from the visual to the kinesthetic
        • Students accurately transfer a rhythmic pattern from the aural to the kinesthetic
        • Students identify and clearly demonstrate a range of dynamics / movement qualities
        • Students demonstrate increasing kinesthetic awareness, concentration, and focus in performing movement skills
        • Students demonstrate accurate memorization and reproduction of movement sequences
        • Students describe the action and movement elements observed in a dance, using appropriate movement/dance vocabulary
      • Achievement Standard, Proficient:
        • Students demonstrate appropriate skeletal alignment, body-part articulation, strength, flexibility, agility, and coordination in locomotor and nonlocomotor/axial movements
        • Students identify and demonstrate longer and more complex steps and patterns from two different dance styles/traditions
        • Students demonstrate rhythmic acuity
        • Students create and perform combinations and variations in a broad dynamic range
        • Students demonstrate projection while performing dance skills
        • Students demonstrate the ability to remember extended movement sequences
      • Achievement Standard, Advanced:
        • Students demonstrate a high level of consistency and reliability in performing technical skills
        • Students perform technical skills with artistic expression, demonstrating clarity, musicality, and stylistic nuance
        • Students refine technique through self-evaluation and correction
    • Content Standard 2: Understanding choreographic principles, processes, and structures
      • Achievement Standard:
        • Students create a sequence with a beginning, middle, and end, both with and without a rhythmic accompaniment; identify each of these parts of the sequence
        • Students improvise, create, and perform dances based on their own ideas and concepts from other sources
        • Students use improvisation to discover and invent movement and to solve movement problems
        • Students create a dance phrase, accurately repeat it, and then vary it (making changes in the time, space, and/or force/energy)
        • Students demonstrate the ability to work effectively alone and with a partner
        • Students demonstrate the following partner skills: copying, leading and following, mirroring
        • Students clearly demonstrate the principles of contrast and transition
        • Students effectively demonstrate the processes of reordering and chance
        • Students successfully demonstrate the structures or forms of AB, ABA, canon, call and response, and narrative
        • Students demonstrate the ability to work cooperatively in a small group during the choreographic process
        • Students demonstrate the following partner skills in a visually interesting way: creating contrasting and complementary shapes, taking and supporting weight
      • Achievement Standard, Proficient:
        • Students use improvisation to generate movement for choreography
        • Students demonstrate understanding of structures or forms (such as palindrome, theme and variation, rondo, round, contemporary forms selected by the student) through brief dance studies
        • Students choreograph a duet demonstrating an understanding of choreographic principles, processes, and structures
      • Achievement Standard, Advanced:
        • Students demonstrate further development and refinement of the proficient skills to create a small group dance with coherence and aesthetic unity
        • Students accurately describe how a choreographer manipulated and developed the basic movement content in a dance
    • Content Standard 3: Understanding dance as a way to create and communicate meaning
      • Achievement Standard:
        • Students observe and discuss how dance is different from other forms of human movement (such as sports, everyday gestures)
        • Students take an active role in a class discussion about interpretations of and reactions to a dance
        • Students present their own dances to peers and discuss their meanings with competence and confidence
        • Students effectively demonstrate the difference between pantomiming and abstracting a gesture
        • Students observe and explain how different accompaniment (such as sound, music, spoken text) can affect the meaning of a dance
        • Students demonstrate and/or explain how lighting and costuming can contribute to the meaning of a dance
        • Students create a dance that successfully communicates a topic of personal significance
      • Achievement Standard, Proficient:
        • Students formulate and answer questions about how movement choices communicate abstract ideas in dance
        • Students demonstrate understanding of how personal experience influences the interpretation of a dance
        • Students create a dance that effectively communicates a contemporary social theme
      • Achievement Standard, Advanced:
        • Students examine ways that a dance creates and conveys meaning by considering the dance from a variety of perspectives
        • Students compare and contrast how meaning is communicated in two of their own choreographic works
    • Content Standard 4: Applying and demonstrating critical and creative thinking skills in dance
      • Achievement Standard:
        • Students explore, discover, and realize multiple solutions to a given movement problem; choose their favorite solution and discuss the reasons for that choice
        • Students observe two dances and discuss how they are similar and different in terms of one of the elements of dance by observing body shapes, levels, pathways
        • Students create a movement problem and demonstrate multiple solutions; choose the most interesting solutions and discuss the reasons for their choice
        • Students demonstrate appropriate audience behavior in watching dance performances; discuss their opinions about the dances with their peers in a supportive and constructive way
        • Students compare and contrast two dance compositions in terms of space (such as shape and pathways), time (such as rhythm and tempo), and force/energy (movement qualities)
        • Students identify possible aesthetic criteria for evaluating dance (such as skill of performers, originality, visual and/or emotional impact, variety and contrast)
      • Achievement Standard, Proficient:
        • Students create a dance and revise it over time, articulating the reasons for their artistic decisions and what was lost and gained by those decisions
        • Students establish a set of aesthetic criteria and apply it in evaluating their own work and that of others
        • Students formulate and answer their own aesthetic questions (such as, What is it that makes a particular dance that dance? How much can one change that dance before it becomes a different dance?)
      • Achievement Standard, Advanced:
        • Students discuss how skills developed in dance are applicable to a variety of careers
        • Students analyze the style of a choreographer or cultural form; then create a dance in that style (choreographers that could be analyzed include George Balanchine, Alvin Ailey, Laura Dean; cultural forms include bharata natyam, classical ballet)
        • Students analyze issues of ethnicity, gender, social/economic class, age and/or physical condition in relation to dance
    • Content Standard 5: Demonstrating and understanding dance in various cultures and historical periods
      • Achievement Standard:
        • Students perform folk dances from various cultures with competence and confidence
        • Students learn and effectively share a dance from a resource in their own community; describe the cultural and/or historical context
        • Students accurately answer questions about dance in a particular culture and time period (for example: In colonial America, why and in what settings did people dance? What did the dances look like?)
        • Students competently perform folk and/or classical dances from various cultures; describe similarities and differences in steps and movement styles
        • Students competently perform folk, social, and/or theatrical dances from a broad spectrum of twentieth-century America
        • Students learn from resources in their own community (such as people, books, videas) a folk dance of a different culture or a social dance of a different time period and the cultural/historical context of that dance, effectively sharing the dance and its context with their peers
        • Students accurately describe the role of dance in at least two different cultures or time periods
      • Achievement Standard, Proficient:
        • Students perform and describe similarities and differences between two contemporary theatrical forms of dance
        • Students perform or discuss the traditions and technique of a classical dance form (e.g., Balinese, ballet)
        • Students create and answer twenty-five questions about dance and dancers prior to the twentieth century
        • Students analyze how dance and dancers are portrayed in contemporary media
      • Achievement Standard, Advanced:
        • Students create a time line illustrating important dance events in the twentieth century, placing them in their social/historical/cultural/political contexts
        • Students compare and contrast the role and significance of dance in two different social/historical/ cultural/political contexts
    • Content Standard 6: Making connections between dance and healthful living
      • Achievement Standard:
        • Students identify at least three personal goals to improve themselves as dancers
        • Students explain how healthy practices (such as nutrition, safety) enhance their ability to dance, citing multiple examples
        • Students identify at least three personal goals to improve themselves as dancers and steps they are taking to reach those goals
        • Students explain strategies to prevent dance injuries
        • Students create their own warmup and discuss how that warmup prepares the body and mind for expressive purposes
      • Achievement Standard, Proficient:
        • Students reflect upon their own progress and personal growth during their study of dance
        • Students effectively communicate how lifestyle choices affect the dancer
        • Students analyze historical and cultural images of the body in dance and compare these to images of the body in contemporary media
      • Achievement Standard, Advanced:
        • Students discuss challenges facing professional performers in maintaining healthy lifestyles
    • Content Standard 7: Making connections between dance and other disciplines
      • Achievement Standard:
        • Students create a dance project that reveals understanding of a concept or idea from another discipline (such as pattern in dance and science)
        • Students respond to a dance using another art form; explain the connections between the dance and their response to it (such as stating how their paintings reflect the dance they saw)
        • Students create a project that reveals similarities and differences between the arts
        • Students cite examples of concepts used in dance and another discipline outside the arts (such as balance, shape, and pattern)
        • Students observe the same dance both live and recorded on video; compare and contrast the aesthetic impact of the two observations
      • Achievement Standard, Proficient:
        • Students create an interdisciplinary project based on a theme identified by the student, including dance and two other disciplines
        • Students clearly identify commonalities and differences between dance and other disciplines with regard to fundamental concepts such as materials, elements, and ways of communicating meaning
        • Students demonstrate/discuss how technology can be used to reinforce, enhance, or alter the dance idea in an interdisciplinary project
      • Achievement Standard, Advanced:
        • Students compare one choreographic work to one other artwork from the same culture and time period in terms of how those works reflect the artistic/cultural/historical context
        • Students create an interdisciplinary project using media technologies (such as video, computer) that presents dance in a new or enhanced form (such as video dance, video/computer-aided live performance, or animation)
  • Music
    • Content Standard 1: Singing, alone and with others, a varied repertoire of music
      • Achievement Standard:
        • Students sing independently, on pitch and in rhythm, with appropriate timbre, diction, and posture, and maintain a steady tempo
        • Students sing expressively, with appropriate dynamics, phrasing, and interpretation
        • Students sing from memory a varied repertoire of songs representing genres and styles from diverse cultures
        • Students sing ostinatos, partner songs, and rounds
        • Students sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor
        • Students sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles
        • Students sing with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 2, on a scale of 1 to 6, including some songs performed from memory
        • Students sing music representing diverse genres and cultures, with expression appropriate for the work being performed
        • Students sing music written in two and three parts
        • Students who participate in a choral ensemble sing with expression and technical accuracy a varied repertoire of vocal literature with a level of difficulty of 3, on a scale of 1 to 6, including some songs performed from memory
      • Achievement Standard, Proficient:
        • Students sing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 4, on a scale of 1 to 6, including some songs performed from memory
        • Students sing music written in four parts, with and without accompaniment
        • Students demonstrate well-developed ensemble skills
      • Achievement Standard, Advanced:
        • Students sing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 5, on a scale of 1 to 6
        • Students sing music written in more than four parts
        • Students sing in small ensembles with one student on a part
    • Content Standard 2: Performing on instruments, alone and with others, a varied repertoire of music
      • Achievement Standard:
        • Students perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo
        • Students perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments
        • Students perform expressively a varied repertoire of music representing diverse genres and styles
        • Students echo short rhythms and melodic patterns
        • Students perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor
        • Students perform independent instrumental parts (e.g., simple rhythmic or melodic ostinatos, constrasting rhythmic lines, harmonic progressions, and chords) while other students sing or play contrasting parts
        • Students perform on at least one instrument (e.g., band or orchestra instrument, keyboard instrument, fretted instrument, electronic instrument) accurately and independently, alone and in small and large ensembles, with good posture, good playing +E11 position, and good breath, bow, or stick control
        • Students perform with expression and technical accuracy on at least one string, wind, percussion, or classroom instrument a repertoire of instrumental literature with a level of difficulty of 2, on a scale of 1 to 6
        • Students perform music representing diverse genres and cultures, with expression appropriate for the work being performed
        • Students play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument
        • Students who participate in an instrumental ensemble or class perform with expression and technical accuracy a varied repertoire of instrumental literature with a level of difficulty of 3, on a scale of 1 to 6, including some solos performed from memory
      • Achievement Standard, Proficient:
        • Students perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6
        • Students perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills
        • Students perform in small ensembles with one student on a part
      • Achievement Standard, Advanced:
        • Students perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 5, on a scale of 1 to 6
    • Content Standard 3: Improvising melodies, variations, and accompaniments
      • Achievement Standard:
        • Students improvise "answers" in the same style to given rhythmic and melodic phrases
        • Students improvise simple rhythmic and melodic ostinato accompaniments
        • Students improvise simple rhythmic variations and simple melodic embellishments on familiar melodies
        • Students improvise short songs and instrumental pieces, using a variety of sound sources, including traditional sounds (e.g., voices, instruments), nontraditional sounds available in the classroom (e.g., paper tearing, pencil tapping), body sounds (e.g., hands clapping, fingers snapping), and sounds produced by electronic means (e.g., personal computers and basic MIDI devices, including keyboards, sequencers, synthesizers, and drum machines)
        • Students improvise simple harmonic accompaniments
        • Students improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys
        • Students improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality
      • Achievement Standard, Proficient:
        • Students improvise stylistically appropriate harmonizing parts
        • Students improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys
        • Students improvise original melodies over given chord progressions, each in a consistent style, meter, and tonality
      • Achievement Standard, Advanced:
        • Students improvise stylistically appropriate harmonizing parts in a variety of styles
        • Students improvise original melodies in a variety of styles, over given chord progressions, each in a consistent style, meter, and tonality
    • Content Standard 4: Composing and arranging music within specified guidelines
      • Achievement Standard:
        • Students create and arrange music to accompany readings or dramatizations
        • Students create and arrange short songs and instrumental pieces within specified guidelines (e.g., a particular style, form, instrumentation, compositional technique)
        • Students use a variety of sound sources when composing
        • Students compose short pieces within specified guidelines (e.g., a particular style, form, instrumentation, compositional technique), demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance
        • Students arrange simple pieces for voices or instruments other than those for which the pieces were written
        • Students use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging
      • Achievement Standard, Proficient:
        • Students compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect
        • Students arrange pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music
        • Students compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional usages of the sound sources
      • Achievement Standard, Advanced:
        • Students compose music, demonstrating imagination and technical skill in applying the principles of composition
    • Content Standard 5: Reading and notating music
      • Achievement Standard:
        • Students read whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures
        • Students use a system (that is, syllables, numbers, or letters) to read simple pitch notation in the treble clef in major keys
        • Students identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing
        • Students use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher
        • Students read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter signatures
        • Students read at sight simple melodies in both the treble and bass clefs
        • Students identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression
        • Students use standard notation to record their musical ideas and the musical ideas of others
        • Students who participate in a choral or instrumental ensemble or class sightread, accurately and expressively, music with a level of difficulty of 2, on a scale of 1 to 6
      • Achievement Standard, Proficient:
        • Students demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used
        • Students who participate in a choral or instrumental ensemble or class sight-read, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6
      • Achievement Standard, Advanced:
        • Students demonstrate the ability to read a full instrumental or vocal score by describing how the elements of music are used and explaining all transpositions and clefs
        • Students interpret nonstandard notation symbols used by some 20th-century composers
        • Students who participate in a choral or instrumental ensemble or class sight-read, accurately and expressively, music with a level of difficulty of 4, on a scale of 1 to 6
    • Content Standard 6: Listening to, analyzing, and describing music
      • Achievement Standard:
        • Students identify simple music forms when presented aurally
        • Students demonstrate perceptual skills by moving, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures
        • Students use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances
        • Students identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children's voices and male and female adult voices
        • Students respond through purposeful movement (e.g., swaying, skipping, dramatic play) to selected prominent music characteristics or to specific music events (e.g., meter changes, dynamic changes, same/different sections) while listening to music
        • Students describe specific music events (e.g., entry of oboe, change of meter, return of refrain) in a given aural example, using appropriate terminology
        • Students analyze the uses of elements of music in aural examples representing diverse genres and cultures
        • Students demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music
      • Achievement Standard, Proficient:
        • Students analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices
        • Students demonstrate extensive knowledge of the technical vocabulary of music
        • Students identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work and give examples of other works that make similar uses of these devices and techniques
      • Achievement Standard, Advanced:
        • Students demonstrate the ability to perceive and remember music events by describing in detail significant events (e.g., fugal entrances, chromatic modulations, developmental devices) occurring in a given aural example
        • Students compare ways in which musical materials are used in a given example relative to ways in which they are used in other works of the same genre or style
        • Students analyze and describe uses of the elements of music in a given work that make it unique, interesting, and expressive
    • Content Standard 7: Evaluating music and music performances
      • Achievement Standard:
        • Students devise criteria for evaluating performances and compositions
        • Students explain, using appropriate music terminology, their personal preferences for specific musical works and styles
        • Students develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing
        • Students evaluate the quality and effectiveness of their own and others' performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement
      • Achievement Standard, Proficient:
        • Students evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria in their personal participation in music
        • Students evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models
      • Achievement Standard, Advanced:
        • Students evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions
    • Content Standard 8: Understanding relationships between music, the other arts, and disciplines outside the arts
      • Achievement Standard:
        • Students identify similarities and differences in the meanings of common terms (e.g., form, line, contrast) used in the various arts
        • Students identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music (e.g., foreign languages: singing songs in various languages; language arts: using the expressive elements of music in interpretive readings; mathematics: mathematical basis of values of notes, rests, and time signatures; science: vibration of strings, drum heads, or air columns generating sounds used in music; geography: songs associated with various countries or regions)
        • Students compare in two or more arts how the characteristic materials of each art (that is, sound in music, visual stimuli in visual arts, movement in dance, human interrelationships in theatre) can be used to transform similar events, scenes, emotions, or ideas into works of art
        • Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music (e.g., language arts: issues to be considered in setting texts to music; mathematics: frequency ratios of intervals; sciences: the human hearing process and hazards to hearing; social studies: historical and social events and movements chronicled in or influenced by musical works)
      • Achievement Standard, Proficient:
        • Students explain how elements, artistic processes (such as imagination or craftmanship), and organizational principles (such as unity and variety or repetition and contrast) are used in similar and distinctive ways in the various arts and cite examples
        • Students compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures
        • Students explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music (e.g., language arts: compare the ability of music and literature to convey images, feelings, and meanings; physics: describe the physical basis of tone production in string, wind, percussion, and electronic instruments and the human voice and of the transformation and perception of sound)
      • Achievement Standard, Advanced:
        • Students compare the uses of characteristic elements, artistic processes, and organizational principles among the arts in different historical periods and different cultures
        • Students explain how the roles of creators, performers, and others involved in the production and presentation of the arts are similar to and different from one another in the various arts (e.g., creators: painters, composers, choreographers, playwrights; performers: instrumentalists, singers, dancers, actors; others: conductors, costumers, directors, lighting designers)
    • Content Standard 9: Understanding music in relation to history and culture
      • Achievement Standard:
        • Students identify by genre or style aural examples of music from various historical periods and cultures
        • Students describe in simple terms how elements of music are used in music examples from various cultures of the world
        • Students identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use
        • Students identify and describe roles of musicians (e.g., orchestra conductor, folksinger, church organist) in various music settings and cultures
        • Students demonstrate audience behavior appropriate for the context and style of music performed
        • Students describe distinguishing characteristics of representative music genres and styles from a variety of cultures
        • Students classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary (that is, high-quality and characteristic) musical works and explain the characteristics that cause each work to be considered exemplary
        • Students compare, in several cultures of the world, functions music serves, roles of musicians (e.g., lead guitarist in a rock band, composer of jingles for commercials, singer in Peking opera), and conditions under which music is typically performed
      • Achievement Standard, Proficient:
        • Students classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications
        • Students identify sources of American music genres (e.g., swing, Broadway musical, blues) trace the evolution of those genres, and cite well-known musicians associated with them
        • Students identify various roles (e.g., entertainer, teacher, transmitter of cultural tradition) that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements
      • Achievement Standard, Advanced:
        • Students identify and explain the stylistic features of a given musical work that serve to define its aesthetic tradition and its historical or cultural context
        • Students identify and describe music genres or styles that show the influence of two or more cultural traditions, identify the cultural source of each influence, and trace the historical conditions that produced the synthesis of influences
  • Theater
    • Content Standard 1: Script writing by planning and recording improvisations based on personal experience and heritage, imagination, literature, and history
      • Achievement Standard:
        • Students collaborate to select interrelated characters, environments, and situations for classroom dramatizations
        • Students improvise dialogue to tell stories, and formalize improvisations by writing or recording the dialogue
    • Content Standard 2: Acting by assuming roles and interacting in improvisations
      • Achievement Standard:
        • Students imagine and clearly describe characters, their relationships, and their environments
        • Students use variations of locomotor and nonlocomotor movement and vocal pitch, tempo, and tone for different characters
        • Students assume roles that exhibit concentration and contribute to the action of classroom dramatizations based on personal experience and heritage, imagination, literature, and history
    • Content Standard 3: Designing by visualizing and arranging environments for classroom dramatizations
      • Achievement Standard:
        • Students visualize environments and construct designs to communicate locale and mood using visual elements (such as space, color, line, shape, texture) and aural aspects using a variety of sound sources
        • Students collaborate to establish playing spaces for classroom dramatizations and to select and safely organize available materials that suggest scenery, properties, lighting, sound, costumes, and makeup
    • Content Standard 4: Directing by planning classroom dramatizations
      • Achievement Standard:
        • Students collaboratively plan and prepare improvisations and demonstrate various ways of staging classroom dramatizations
    • Content Standard 5: Researching by finding information to support classroom dramatizations
      • Achievement Standard:
        • Students communicate information to peers about people, events, time, and place related to classroom dramatizations
    • Content Standard 6: Comparing and connecting art forms by describing theatre, dramatic media (such as film, television, and electronic media), and other art forms
      • Achievement Standard:
        • Students describe visual, aural, oral, and kinetic elements in theatre, dramatic media, dance, music, and visual arts
        • Students compare how ideas and emotions are expressed in theatre, dramatic media, dance, music, and visual arts
        • Students select movement, music, or visual elements to enhance the mood of a classroom dramatization
    • Content Standard 7: Analyzing and explaining personal preferences and constructing meanings from classroom dramatizations and from theatre, film, television, and electronic media productions
      • Achievement Standard:
        • Students identify and describe the visual, aural, oral, and kinetic elements of classroom dramatizations and dramatic performances
        • Students explain how the wants and needs of characters are similar to and different from their own
        • Students articulate emotional responses to and explain personal preferences about the whole as well as the parts of dramatic performances
        • Students analyze classroom dramatizations and, using appropriate terminology, constructively suggest alternative ideas for dramatizing roles, arranging environments, and developing situations along with means of improving the collaborative processes of planning, playing, responding, and evaluating
    • Content Standard 8: Understanding context by recognizing the role of theatre, film, television, and electronic media in daily life
      • Achievement Standard:
        • Students identify and compare similar characters and situations in stories and dramas from and about various cultures, illustrate with classroom dramatizations, and discuss how theatre reflects life
        • Students identify and compare the various settings and reasons for creating dramas and attending theatre, film, television, and electronic media productions
    • Content Standard 1: Script writing by the creation of improvisations and scripted scenes based on personal experience and heritage, imagination, literature, and history
      • Achievement Standard:
        • Students individually and in groups, create characters, environments, and actions that create tension and suspense
        • Students refine and record dialogue and action
    • Content Standard 2: Acting by developing basic acting skills to portray characters who interact in improvised and scripted scenes
      • Achievement Standard:
        • Students analyze descriptions, dialogue, and actions to discover, articulate, and justify character motivation and invent character behaviors based on the observation of interactions, ethical choices, and emotional responses of people
        • Students demonstrate acting skills (such as sensory recall, concentration, breath control, diction, body alignment, control of isolated body parts) to develop characterizations that suggest artistic choices
        • Students in an ensemble, interact as the invented characters
    • Content Standard 3: Designing by developing environments for improvised and scripted scenes
      • Achievement Standard:
        • Students explain the functions and interrelated nature of scenery, properties, lighting, sound, costumes, and makeup in creating an environment appropriate for the drama
        • Students analyze improvised and scripted scenes for technical requirements
        • Students develop focused ideas for the environment using visual elements (line, texture, color, space), visual principles (repetition, balance, emphasis, contrast, unity), and aural qualities (pitch, rhythm, dynamics, tempo, expression) from traditional and nontraditional sources
        • Students work collaboratively and safely to select and create elements of scenery, properties, lighting, and sound to signify environments, and costumes and makeup to suggest character
    • Content Standard 4: Directing by organizing rehearsals for improvised and scripted scenes
      • Achievement Standard:
        • Students lead small groups in planning visual and aural elements and in rehearsing improvised and scripted scenes, demonstrating social, group, and consensus skills
    • Content Standard 5: Researching by using cultural and historical information to support improvised and scripted scenes
      • Achievement Standard:
        • Students apply research from print and nonprint sources to script writing, acting, design, and directing choices
    • Content Standard 6: Comparing and incorporating art forms by analyzing methods of presentation and audience response for theatre, dramatic media (such as film, television, and electronic media), and other art forms
      • Achievement Standard:
        • Students describe characteristics and compare the presentation of characters, environments, and actions in theatre, musical theatre, dramatic media, dance, and visual arts
        • Students incorporate elements of dance, music, and visual arts to express ideas and emotions in improvised and scripted scenes
        • Students express and compare personal reactions to several art forms
        • Students describe and compare the functions and interaction of performing and visual artists and audience members in theatre, dramatic media, musical theatre, dance, music, and visual arts
    • Content Standard 7: Analyzing, evaluating, and constructing meanings from improvised and scripted scenes and from theatre, film, television, and electronic media productions
      • Achievement Standard:
        • Students describe and analyze the effect of publicity, study guides, programs, and physical environments on audience response and appreciation of dramatic performances
        • Students articulate and support the meanings constructed from their and others' dramatic performances
        • Students use articulated criteria to describe, analyze, and constructively evaluate the perceived effectiveness of artistic choices found in dramatic performances
        • Students describe and evaluate the perceived effectiveness of students' contributions to the collaborative process of developing improvised and scripted scenes
    • Content Standard 8: Understanding context by analyzing the role of theatre, film, television, and electronic media in the community and in other cultures
      • Achievement Standard:
        • Students describe and compare universal characters and situations in dramas from and about various cultures and historical periods, illustrate in improvised and scripted scenes, and discuss how theatre reflects a culture
        • Students explain the knowledge, skills, and discipline needed to pursue careers and avocational opportunities in theatre, film, television, and electronic media
        • Students analyze the emotional and social impact of dramatic events in their lives, in the community, and in other cultures
        • Students explain how culture affects the content and production values of dramatic performances
        • Students explain how social concepts such as cooperation, communication, collaboration, consensus, self-esteem, risk taking, sympathy, and empathy apply in theatre and daily life
    • Content Standard 1: Script writing through improvising, writing, and refining scripts based on personal experience and heritage, imagination, literature, and history
      • Achievement Standard, Proficient:
        • Students construct imaginative scripts and collaborate with actors to refine scripts so that story and meaning are conveyed to an audience
      • Achievement Standard, Advanced:
        • Students write theatre, film, television, or electronic media scripts in a variety of traditional and new forms that include original characters with unique dialogue that motivates action
    • Content Standard 2: Acting by developing, communicating, and sustaining characters in improvisations and informal or formal productions
      • Achievement Standard, Proficient:
        • Students analyze the physical, emotional, and social dimensions of characters found in dramatic texts from various genres and media
        • Students compare and demonstrate various classical and contemporary acting techniques and methods
        • Students in an ensemble, create and sustain characters that communicate with audiences
      • Achievement Standard, Advanced:
        • Students demonstrate artistic discipline to achieve an ensemble in rehearsal and performance
        • Students create consistent characters from classical, contemporary, realistic, and nonrealistic dramatic texts in informal and formal theatre, film, television, or electronic media productions
    • Content Standard 3: Designing and producing by conceptualizing and realizing artistic interpretations for informal or formal productions
      • Achievement Standard, Proficient:
        • Students explain the basic physical and chemical properties of the technical aspects of theatre (such as light, color, electricity, paint, and makeup)
        • Students analyze a variety of dramatic texts from cultural and historical perspectives to determine production requirements
        • Students develop designs that use visual and aural elements to convey environments that clearly support the text
        • Students apply technical knowledge and skills to collaboratively and safely create functional scenery, properties, lighting, sound, costumes, and makeup
        • Students design coherent stage management, promotional, and business plans
      • Achievement Standard, Advanced:
        • Students explain how scientific and technological advances have impacted set, light, sound, and costume design and implementation for theatre, film, television, and electronic media productions
        • Students collaborate with directors to develop unified production concepts that convey the metaphorical nature of the drama for informal and formal theatre, film, television, or electronic media productions
        • Students safely construct and efficiently operate technical aspects of theatre, film, television, or electronic media productions
        • Students create and reliably implement production schedules, stage management plans, promotional ideas, and business and front of house procedures for informal and formal theatre, film, television, or electronic media productions
    • Content Standard 4: Directing by interpreting dramatic texts and organizing and conducting rehearsals for informal or formal productions
      • Achievement Standard, Proficient:
        • Students develop multiple interpretations and visual and aural production choices for scripts and production ideas and choose those that are most interesting
        • Students justify selections of text, interpretation, and visual and aural artistic choices
        • Students effectively communicate directorial choices to a small ensemble for improvised or scripted scenes
      • Achievement Standard, Advanced:
        • Students explain and compare the roles and interrelated responsibilities of the various personnel involved in theatre, film, television, and electronic media productions
        • Students collaborate with designers and actors to develop aesthetically unified production concepts for informal and formal theatre, film, television, or electronic media productions
        • Students conduct auditions, cast actors, direct scenes, and conduct production meetings to achieve production goals
    • Content Standard 5: Researching by evaluating and synthesizing cultural and historical information to support artistic choices
      • Achievement Standard, Proficient:
        • Students identify and research cultural, historical, and symbolic clues in dramatic texts, and evaluate the validity and practicality of the information to assist in making artistic choices for informal and formal productions
      • Achievement Standard, Advanced:
        • Students research and describe appropriate historical production designs, techniques, and performances from various cultures to assist in making artistic choices for informal and formal theatre, film, television, or electronic media productions
    • Content Standard 6: Comparing and integrating art forms by analyzing traditional theatre, dance, music, visual arts, and new art forms
      • Achievement Standard, Proficient:
        • Students describe and compare the basic nature, materials, elements, and means of communicating in theatre, dramatic media, musical theatre, dance, music, and the visual arts
        • Students determine how the nondramatic art forms are modified to enhance the expression of ideas and emotions in theatre
        • Students illustrate the integration of several arts media in informal presentations
      • Achievement Standard, Advanced:
        • Students compare the interpretive and expressive natures of several art forms in a specific culture or historical period
        • Students compare the unique interpretive and expressive natures and aesthetic qualities of traditional arts from various cultures and historical periods with contemporary new art forms (such as performance art)
        • Students integrate several arts and/or media in theatre, film, television, or electronic media productions
    • Content Standard 7: Analyzing, critiquing, and constructing meanings from informal and formal theatre, film, television, and electronic media productions
      • Achievement Standard, Proficient:
        • Students construct social meanings from informal and formal productions and from dramatic performances from a variety of cultures and historical periods, and relate these to current personal, national, and international issues
        • Students articulate and justify personal aesthetic criteria for critiquing dramatic texts and events that compare perceived artistic intent with the final aesthetic achievement
        • Students analyze and critique the whole and the parts of dramatic performances, taking into account the context, and constructively suggest alternative artistic choices
        • Students constructively evaluate their own and others' collaborative efforts and artistic choices in informal and formal productions
      • Achievement Standard, Advanced:
        • Students construct personal meanings from nontraditional dramatic performances
        • Students analyze, compare, and evaluate differing critiques of the same dramatic texts and performances
        • Students critique several dramatic works in terms of other aesthetic philosophies (such as the underlying ethos of Greek drama, French classicism with its unities of time and place, Shakespeare and romantic forms, India classical drama, Japanese kabuki, and others)
        • Students analyze and evaluate critical comments about personal dramatic work explaining which points are most appropriate to inform further development of the work
    • Content Standard 8: Understanding context by analyzing the role of theatre, film, television, and electronic media in the past and the present
      • Achievement Standard, Proficient:
        • Students compare how similar themes are treated in drama from various cultures and historical periods, illustrate with informal performances, and discuss how theatre can reveal universal concepts
        • Students identify and compare the lives, works, and influence of representative theatre artists in various cultures and historical periods
        • Students identify cultural and historical sources of American theatre and musical theatre
        • Students analyze the effect of their own cultural experiences on their dramatic work
      • Achievement Standard, Advanced:
        • Students analyze the social and aesthetic impact of underrepresented theatre and film artists
        • Students analyze the relationships among cultural values, freedom of artistic expression, ethics, and artistic choices in various cultures and historical periods
        • Students analyze the development of dramatic forms, production practices, and theatrical traditions across cultures and historical periods and explain influences on contemporary theatre, film, television, and electronic media productions
  • Visual Arts
    • Content Standard 1: Understanding and applying media, techniques, and processes
      • Achievement Standard:
        • Students know the differences between materials, techniques, and processes
        • Students describe how different materials, techniques, and processes cause different responses
        • Students use different media, techniques, and processes to communicate ideas, experiences, and stories
        • Students use art materials and tools in a safe and responsible manner
        • Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices
        • Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas
      • Achievement Standard, Proficient:
        • Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
        • Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use
      • Achievement Standard, Advanced:
        • Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium
        • Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation
    • Content Standard 2: Using knowledge of structures and functions
      • Achievement Standard:
        • Students know the differences among visual characteristics and purposes of art in order to convey ideas
        • Students describe how different expressive features and organizational principles cause different responses
        • Students use visual structures and functions of art to communicate ideas
        • Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work
        • Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas
        • Students select and use the qualities of structures and functions of art to improve communication of their ideas
      • Achievement Standard, Proficient:
        • Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art
        • Students evaluate the effectiveness of artworks in terms of organizational structures and functions
        • Students create artworks that use organizational principles and functions to solve specific visual arts problems
      • Achievement Standard, Advanced:
        • Students demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives
        • Students create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions
    • Content Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
      • Achievement Standard:
        • Students explore and understand prospective content for works of art
        • Students select and use subject matter, symbols, and ideas to communicate meaning
        • Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks
        • Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks
      • Achievement Standard, Proficient:
        • Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture
        • Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life
      • Achievement Standard, Advanced:
        • Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others
        • Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others
    • Content Standard 4: Understanding the visual arts in relation to history and cultures
      • Achievement Standard:
        • Students know that the visual arts have both a history and specific relationships to various cultures
        • Students identify specific works of art as belonging to particular cultures, times, and places
        • Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art
        • Students know and compare the characteristics of artworks in various eras and cultures
        • Students describe and place a variety of art objects in historical and cultural contexts
        • Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art
      • Achievement Standard, Proficient:
        • Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art
        • Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places
        • Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making
      • Achievement Standard, Advanced:
        • Students analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing understanding of the work of critics, historians, aestheticians, and artists
        • Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning
    • Content Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
      • Achievement Standard:
        • Students understand there are various purposes for creating works of visual art
        • Students describe how people's experiences influence the development of specific artworks
        • Students understand there are different responses to specific artworks
        • Students compare multiple purposes for creating works of art
        • Students analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry
        • Students describe and compare a variety of individual responses to their own artworks and to artworks from various eras and cultures
      • Achievement Standard, Proficient:
        • Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works
        • Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts
        • Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art
      • Achievement Standard, Advanced:
        • Students correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions
    • Content Standard 6: Making connections between visual arts and other disciplines
      • Achievement Standard:
        • Students understand and use similarities and differences between characteristics of the visual arts and other arts disciplines
        • Students identify connections between the visual arts and other disciplines in the curriculum
        • Students compare the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context
        • Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts
      • Achievement Standard, Proficient:
        • Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis
        • Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences
      • Achievement Standard, Advanced:
        • Students synthesize the creative and analytical principles and techniques of the visual arts and selected other arts disciplines, the humanities, or the sciences
• National Council of Teachers of Mathematics [View 140 Resources]
  • Number and Operations Standard [View 88 Resources]
    • Understand numbers, ways of representing numbers, relationships among numbers, and number systems [View 73 Resources]
      • count with understanding and recognize "how many" in sets of objects [View 17 Resources]
      • use multiple models to develop initial understandings of place value and the base-ten number system [View 13 Resources]
      • develop understanding of the relative position and magnitude of whole numbers and of ordinal and cardinal numbers and their connections [View 27 Resources]
      • develop a sense of whole numbers and represent and use them in flexible ways, including relating, composing, and decomposing numbers [View 30 Resources]
      • connect number words and numerals to the quantities they represent, using various physical models and representations [View 21 Resources]
      • understand and represent commonly used fractions, such as 1/4, 1/3, and 1/2 [View 4 Resources]
      • understand the place-value structure of the base-ten number system and be able to represent and compare whole numbers and decimals [View 19 Resources]
      • recognize equivalent representations for the same number and generate them by decomposing and composing numbers [View 32 Resources]
      • develop understanding of fractions as parts of unit wholes, as parts of a collection, as locations on number lines, and as divisions of whole numbers [View 10 Resources]
      • use models, benchmarks, and equivalent forms to judge the size of fractions [View 9 Resources]
      • recognize and generate equivalent forms of commonly used fractions, decimals, and percents [View 12 Resources]
      • explore numbers less than 0 by extending the number line and through familiar applications [View 7 Resources]
      • describe classes of numbers according to characteristics such as the nature of their factors [View 8 Resources]
      • work flexibly with fractions, decimals, and percents to solve problems [View 3 Resources]
      • compare and order fractions, decimals and percents efficiently and find their approximate locations on a number line [View 7 Resources]
      • develop meaning for percents greater than 100 and less than 1
      • understand and use ratios and proportions to represent quantitative relationships [View 2 Resources]
      • develop an understanding of large numbers and recognize and appropriately use exponential, scientific, and calculator notations [View 1 Resources]
      • use factors, multiples, prime factorization, and relatively prime numbers to solve problems [View 2 Resources]
      • develop meaning for integers and represent and compare quantities with them [View 1 Resources]
      • develop a deeper understanding of very large and very small numbers and of various representations of them
      • compare and contrast the properties of numbers and number systems, including the rational and real numbers, and understand complex numbers as solutions to quadratic equations that do not have real solutions
      • understand vectors and matrices as systems that have some of the properties of the real-number system
      • use number-theory arguments to justify relationships involving whole numbers
    • Understand meanings of operations and how they relate to one another [View 50 Resources]
      • understand various meanings of addition and subtraction of whole numbers and the relationship between the two operations [View 21 Resources]
      • understand the effects of adding and subtracting whole numbers [View 25 Resources]
      • understand situations that entail multiplication and division, such as equal groupings of objects and sharing equally [View 5 Resources]
      • understand various meanings of multiplication and division [View 18 Resources]
      • understand the effects of multiplying and dividing whole numbers [View 20 Resources]
      • identify and use relationships between operations, such as division as the inverse of multiplication, to solve problems [View 24 Resources]
      • understand and use properties of operations, such as the distributivity of multiplication over addition [View 17 Resources]
      • understand the meaning and effects of arithmetic operations with fractions, decimals, and integers [View 3 Resources]
      • use the associative and commutative properties of addition and multiplication and the distributive property of multiplication over addition to simplify computations with integers, fractions, and decimals
      • understand and use the inverse relationships of addition and subtraction, multiplication and division, and squaring and finding square roots to simplify computations and solve problems
      • judge the effects of such operations as multiplication, division, and computing powers and roots on the magnitudes of quantities
      • develop an understanding of properties of, and representations for, the addition and multiplication of vectors and matrices
      • develop an understanding of permutations and combinations as counting techniques
    • Compute fluently and make reasonable estimates [View 59 Resources]
      • develop and use strategies for whole-number computations, with a focus on addition and subtraction [View 26 Resources]
      • develop fluency with basic number combinations for addition and subtraction [View 23 Resources]
      • use a variety of methods and tools to compute, including objects, mental computation, estimation, paper and pencil, and calculators [View 29 Resources]
      • develop fluency with basic number combinations for multiplication and division and use these combinations to mentally compute related problems, such as 30 x 50 [View 24 Resources]
      • develop fluency in adding, subtracting, multiplying, and dividing whole numbers [View 37 Resources]
      • develop and use strategies to estimate the results of whole-number computations and to judge the reasonableness of such results [View 4 Resources]
      • develop and use strategies to estimate computations involving fractions and decimals in situations relevant to students' experience [View 2 Resources]
      • use visual models, benchmarks, and equivalent forms to add and subtract commonly used fractions and decimals [View 6 Resources]
      • select appropriate methods and tools for computing with whole numbers from among mental computation, estimation, calculators, and paper and pencil according to the context and nature of the computation and use the selected method or tools [View 21 Resources]
      • select appropriate methods and tools for computing with fractions and decimals from among mental computation, estimation, calculators, or computers, and paper and pencil, depending on the situation, and apply the selected methods [View 2 Resources]
      • develop and analyze algorithms for computing with fractions, decimals, and integers and develop fluency in their use [View 5 Resources]
      • develop and use strategies to estimate the results of rational-number computations and judge the reasonableness of the results [View 2 Resources]
      • develop, analyze, and explain methods for solving problems involving proportions, such as scaling and finding equivalent ratios [View 2 Resources]
      • develop fluency in operations with real numbers, vectors, and matrices, using mental computation or paper-and-pencil calculations for simple cases and technology for more-complicated cases
      • judge the reasonableness of numerical computations and their results
  • Algebra Standard [View 32 Resources]
    • Understand patterns, relations, and functions [View 15 Resources]
      • sort, classify, and order objects by size, number, and other properties [View 2 Resources]
      • recognize, describe, and extend patterns such as sequences of sounds and shapes or simple numeric patterns and translate from one representation to another [View 5 Resources]
      • analyze how both repeating and growing patterns are generated [View 3 Resources]
      • describe, extend, and make generalizations about geometric and numeric patterns [View 10 Resources]
      • represent and analyze patterns and functions, using words, tables, and graphs [View 10 Resources]
      • represent, analyze, and generalize a variety of patterns with tables, graphs, words, and, when possible, symbolic rules [View 1 Resources]
      • relate and compare different forms of representation for a relationship
      • identify functions as linear or nonlinear and contrast their properties from tables, graphs, or equations
      • generalize patterns using explicitly defined and recursively defined functions
      • understand relations and functions and select, convert flexibly among, and use various representations for them
      • analyze functions of one variable by investigating rates of change, intercepts, zeros, asymptotes, and local and global behavior
      • understand and perform transformations such as arithmetically combining, composing, and inverting commonly used functions, using technology to perform such operations on more-complicated symbolic expressions
      • understand and compare the properties of classes of functions, including exponential, polynomial, rational, logarithmic, and periodic functions
      • interpret representations of functions of two variables
    • Represent and analyze mathematical situations and structures using algebraic symbols [View 16 Resources]
      • illustrate general principles and properties of operations, such as commutativity, using specific numbers [View 5 Resources]
      • Use concrete, pictorial, and verbal representations to develop an understanding of invented and conventional symbolic notations [View 8 Resources]
      • identify such properties as commutativity, associativity, and distributivity and use them to compute with whole numbers [View 9 Resources]
      • represent the idea of a variable as an unknown quantity using a letter or a symbol [View 1 Resources]
      • express mathematical relationships using equations [View 7 Resources]
      • develop an initial conceptual understanding of different uses of variables
      • explore relationships between symbolic expressions and graphs of lines, paying particular attention to the meaning of intercept and slope
      • use symbolic algebra to represent situations and to solve problems, especially those that involve linear relationships
      • recognize and generate equivalent forms for simple algebraic expressions and solve linear equations
      • understand the meaning of equivalent forms of expressions, equations, inequalities, and relations
      • write equivalent forms of equations, inequalities, and systems of equations and solve them with fluency--mentally or with paper and pencil in simple cases and using technology in all cases
      • use symbolic algebra to represent and explain mathematical relationships
      • use a variety of symbolic representations, including recursive and parametric equations, for functions and relations
      • judge the meaning, utility, and reasonableness of results of symbol manipulations, including those carried out by technology
    • Use mathematical models to represent and understand quantitative relationships [View 11 Resources]
      • model situations that involve the addition and subtraction of whole numbers, using objects, pictures, and symbols [View 5 Resources]
      • model problem situations with objects and use representations such as graphs, tables, and equations to draw conclusions [View 8 Resources]
      • model and solve contextual problems using various representations, such as graphs, tables, and equations
      • identify essential quantitative relationships in a situation and determine the class or classes of functions that might model the relationships
      • use symbolic expressions, including iterative and recursive forms, to represent relationships arising from various contexts
      • draw reasonable conclusions about a situation being modeled
    • Analyze change in various contexts [View 3 Resources]
      • describe qualitative change, such as a student's growing taller
      • describe quantitative change, such as a student's growing two inches in one year
      • investigate how a change in one variable relates to a change in a second variable [View 1 Resources]
      • identify and describe situations with constant or varying rates of change and compare them [View 1 Resources]
      • use graphs to analyze the nature of changes in quantities in linear relationships [View 1 Resources]
      • approximate and interpret rates of change from graphical and numerical data
  • Geometry Standard [View 50 Resources]
    • Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships [View 38 Resources]
      • recognize, name, build, draw, compare, and sort two- and three-dimensional shapes [View 9 Resources]
      • describe attributes and parts of two- and three-dimensional shapes [View 10 Resources]
      • investigate and predict the results of putting together and taking apart two- and three-dimensional shapes [View 2 Resources]
      • identify, compare, and analyze attributes of two- and three-dimensional shapes and develop vocabulary to describe the attributes [View 28 Resources]
      • classify two- and three-dimensional shapes according to their properties and develop definitions of classes of shapes such as triangles and pyramids [View 11 Resources]
      • investigate, describe, and reason about the results of subdividing, combining, and transforming shapes [View 26 Resources]
      • explore congruence and similarity [View 5 Resources]
      • make and test conjectures about geometric properties and relationships and develop logical arguments to justify conclusions [View 14 Resources]
      • precisely describe, classify, and understand relationships among types of two- and three-dimensional objects using their defining properties [View 1 Resources]
      • understand relationships among the angles, side lengths, perimeters, areas, and volumes of similar objects
      • create and critique inductive and deductive arguments concerning geometric ideas and relationships, such as congruence, similarity, and the Pythagorean relationship
      • analyze properties and determine attributes of two- and three-dimensional objects
      • explore relationships (including congruence and similarity) among classes of two- and three-dimensional geometric objects, make and test conjectures about them, and solve problems involving them
      • establish the validity of geometric conjectures using deductions, prove theorems, and critique arguments made by others
      • use trigonometric relationships to determine lengths and angle measures
    • Specify locations and describe spatial relationships using coordinate geometry and other representational systems [View 13 Resources]
      • describe, name, and interpret relative positions in space and apply ideas about relative position [View 1 Resources]
      • describe, name, and interpret direction and distance in navigating space and apply ideas about direction and distance
      • find and name locations with simple relationships such as "near to" and in coordinate systems such as maps [View 1 Resources]
      • describe locations and movement using common language and geometric vocabulary [View 5 Resources]
      • make and use coordinate systems to specify locations and to describe paths [View 9 Resources]
      • find the distance between points along horizontal and vertical lines of a coordinate system [View 3 Resources]
      • use coordinate geometry to represent and examine the properties of geometric shapes [View 2 Resources]
      • use coordinate geometry to examine special geometric shapes, such as regular polygons or those with pairs of parallel or perpendicular sides
      • use Cartesian coordinates and other coordinate systems, such as navigational, polar, or spherical systems, to analyze geometric situations
      • investigate conjectures and solve problems involving two- and three-dimensional objects represented with Cartesian coordinates
    • Apply transformations and use symmetry to analyze mathematical situations [View 10 Resources]
      • recognize and apply slides, flips, and turns [View 5 Resources]
      • recognize and create shapes that have symmetry [View 5 Resources]
      • predict and describe the results of sliding, flipping, and turning two-dimensional shapes [View 8 Resources]
      • describe a motion or a series of motions that will show that two shapes are congruent [View 1 Resources]
      • identify and describe line and rotational symmetry in two- and three-dimensional shapes and designs [View 6 Resources]
      • describe sizes, positions, and orientations of shapes under informal transformations such as flips, turns, slides, and scaling
      • examine the congruence, similarity, and line or rotational symmetry of objects using transformations
      • understand and represent translations, reflections, rotations, and dilations of objects in the plane by using sketches, coordinates, vectors, function notation, and matrices
      • use various representations to help understand the effects of simple transformations and their compositions
    • Use visualization, spatial reasoning, and geometric modeling to solve problems [View 25 Resources]
      • create mental images of geometric shapes using spatial memory and spatial visualization [View 4 Resources]
      • recognize and represent shapes from different perspectives [View 5 Resources]
      • relate ideas in geometry to ideas in number and measurement [View 3 Resources]
      • recognize geometric shapes and structures in the environment and specify their location
      • build and draw geometric objects [View 21 Resources]
      • create and describe mental images of objects, patterns, and paths [View 11 Resources]
      • identify and build a three-dimensional object from two-dimensional representations of that object [View 4 Resources]
      • identify and draw a two-dimensional representation of a three-dimensional object [View 6 Resources]
      • use geometric models to solve problems in other areas of mathematics, such as number and measurement [View 12 Resources]
      • recognize geometric ideas and relationships and apply them to other disciplines and to problems that arise in the classroom or in everyday life [View 9 Resources]
      • draw geometric objects with specified properties, such as side lengths or angle measures [View 1 Resources]
      • use two-dimensional representations of three-dimensional objects to visualize and solve problems such as those involving surface area and volume [View 1 Resources]
      • use visual tools such as networks to represent and solve problems
      • use geometric models to represent and explain numerical and algebraic relationships
      • recognize and apply geometric ideas and relationships in areas outside the mathematics classroom, such as art, science, and everyday life
      • draw and construct representations of two- and three-dimensional geometric objects using a variety of tools
      • visualize three-dimensional objects and spaces from different perspectives and analyze their cross sections
      • use vertex-edge graphs to model and solve problems
      • use geometric models to gain insights into, and answer questions in, other areas of mathematics
      • use geometric ideas to solve problems in, and gain insights into, other disciplines and other areas of interest such as art and architecture
  • Measurement Standard [View 21 Resources]
    • Understand measurable attributes of objects and the units, systems, and processes of measurement [View 21 Resources]
      • recognize the attributes of length, volume, weight, area, and time [View 4 Resources]
      • compare and order objects according to these attributes [View 1 Resources]
      • understand how to measure using nonstandard and standard units [View 3 Resources]
      • select an appropriate unit and tool for the attribute being measured
      • understand such attributes as length, area, weight, volume, and size of angle and select the appropriate type of unit for measuring each attribute [View 18 Resources]
      • understand the need for measuring with standard units and become familiar with standard units in the customary and metric systems [View 6 Resources]
      • carry out simple unit conversions, such as from centimeters to meters, within a system of measurement [View 1 Resources]
      • understand that measurements are approximations and how differences in units affect precision
      • explore what happens to measurements of a two-dimensional shape such as its perimeter and area when the shape is changed in some way [View 5 Resources]
      • understand both metric and customary systems of measurement
      • understand relationships among units and convert from one unit to another within the same system
      • understand, select, and use units of appropriate size and type to measure angles, perimeter, area, surface area, and volume
      • make decisions about units and scales that are appropriate for problem situations involving measurement
    • Apply appropriate techniques, tools, and formulas to determine measurements [View 12 Resources]
      • measure with multiple copies of units of the same size, such as paper clips laid end to end
      • use repetition of a single unit to measure something larger than the unit, for instance, measuring the length of a room with a single meterstick
      • use tools to measure
      • develop common referents for measures to make comparisons and estimates
      • develop strategies for estimating the perimeters, areas, and volumes of irregular shapes [View 9 Resources]
      • select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles [View 1 Resources]
      • select and use benchmarks to estimate measurements [View 4 Resources]
      • develop, understand, and use formulas to find the area of rectangles and related triangles and parallelograms [View 2 Resources]
      • develop strategies to determine the surface areas and volumes of rectangular solids [View 2 Resources]
      • use common benchmarks to select appropriate methods for estimating measurements
      • select and apply techniques and tools to accurately find length, area, volume, and angle measures to appropriate levels of precision
      • develop and use formulas to determine the circumference of circles and the area of triangles, parallelograms, trapezoids, and circles and develop strategies to find the area of more-complex shapes [View 1 Resources]
      • develop strategies to determine the surface area and volume of selected prisms, pyramids, and cylinders [View 1 Resources]
      • solve problems involving scale factors, using ratio and proportion
      • solve simple problems involving rates and derived measurements for such attributes as velocity and density
      • analyze precision, accuracy, and approximate error in measurement situations
      • understand and use formulas for the area, surface area, and volume of geometric figures, including cones, spheres, and cylinders
      • apply informal concepts of successive approximation, upper and lower bounds, and limit in measurement situations
      • use unit analysis to check measurement computations
  • Data Analysis and Probability [View 11 Resources]
    • Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them [View 10 Resources]
      • pose questions and gather data about themselves and their surroundings [View 3 Resources]
      • sort and classify objects according to their attributes and organize data about the objects [View 3 Resources]
      • represent data using concrete objects, pictures, and graphs [View 4 Resources]
      • design investigations to address a question and consider how data-collection methods affect the nature of the data set [View 4 Resources]
      • collect data using observations, surveys, and experiments [View 4 Resources]
      • represent data using tables and graphs such as line plots, bar graphs, and line graphs [View 6 Resources]
      • recognize the differences in representing categorical and numerical data
      • formulate questions, design studies, and collect data about a characteristic shared by two populations or different characteristics within one population
      • select, create, and use appropriate graphical representations of data, including histograms, box plot, and scatterplots
      • understand the differences among various kinds of studies and which types of inferences can legitimately be drawn from each
      • know the characteristics of well-designed studies, including the role of randomization in surveys and experiments
      • understand the meaning of measurement data and categorical data, of univariate and bivariate data, and of the term variable
      • understand histograms, parallel box plots, and scatterplots and use them to display data
      • compute basic statistics and understand the distinction between a statistic and a parameter
    • Select and use appropriate statistical methods to analyze data [View 6 Resources]
      • describe parts of the data and the set of data as a whole to determine what the data show [View 3 Resources]
      • describe the shape and important features of a set of data and compare related data sets, with an emphasis on how the data are distributed [View 2 Resources]
      • use measures of center, focusing on the median, and understand what each does and does not indicate about the data set [View 1 Resources]
      • compare different representations of the same data and evaluate how well each representation shows important aspects of the data [View 2 Resources]
      • find, use, and interpret measures of center and spread, including mean and interquartile range
      • discuss and understand the correspondence between data sets and their graphical representations, especially histograms, stem-and-leaf plots, box plots, and scatterplots
      • for univariate measurement data, be able to display the distribution, describe its shape, and select and calculate summary statistics
      • for bivariate measurement data, be able to display a scatterplot, describe its shape, and determine regression coefficients, regression equations, and correlation coefficients using technological tools
      • display and discuss bivariate data where at least one variable is categorical
      • recognize how linear transformations of univariate data affect shape, center, and spread
      • identify trends in bivariate data and find functions that model the data or transform the data so that they can be modeled
    • Develop and evaluate inferences and predictions that are based on data [View 3 Resources]
      • discuss events related to students' experiences as likely or unlikely
      • propose and justify conclusions and predictions that are based on data and design studies to further investigate the conclusions of predictions [View 3 Resources]
      • use observations about differences between two or more samples to make conjectures about the populations from which the samples were taken
      • make conjectures about possible relationships between two characteristics of a sample on the basis of scatterplots of the data and approximate lines of fit
      • use conjectures to formulate new questions and plan new studies to answer them
      • use simulations to explore the variability of sample statistics from a known population and to construct sampling distributions
      • understand how sample statistics reflect the values of population parameters and use sampling distributions as the basis for informal inference
      • evaluate published reports that are based on data by examining the design of the study, the appropriateness of the data analysis, and the validity of conclusions
      • understand how basic statistical techniques are used to monitor process characteristics in the workplace
    • Understand and apply basic concepts of probability [View 3 Resources]
      • describe events as likely or unlikely and discuss the degree of likelihood using such words as certain, equally likely, and impossible [View 1 Resources]
      • predict the probability of outcomes of simple experiments and test the predictions [View 3 Resources]
      • understand that the measure of the likelihood of an event can be represented by a number from 0 to 1 [View 1 Resources]
      • understand and use appropriate terminology to describe complementary and mutually exclusive events
      • use proportionality and a basic understanding of probability to make and test conjectures about the results of experiments and simulations
      • compute probabilities for simple compound events, using such methods as organized lists, tree diagrams, and area models
      • understand the concepts of sample space and probability distribution and construct sample spaces and distributions in simple cases
      • use simulations to construct empirical probability distributions
      • compute and interpret the expected value of random variables in simple cases
      • understand the concepts of conditional probability and independent events
      • understand how to compute the probability of a compound event
  • Problem Solving Standard [View 21 Resources]
    • build new mathematical knowledge through problem solving [View 13 Resources]
    • solve problems that arise in mathematics and in other contexts [View 13 Resources]
    • apply and adapt a variety of appropriate strategies to solve problems [View 11 Resources]
    • monitor and reflect on the process of mathematical problem solving [View 1 Resources]
  • Reasoning and Proof Standard [View 18 Resources]
    • recognize reasoning and proof as fundamental aspects of mathematics [View 1 Resources]
    • make and investigate mathematical conjectures [View 18 Resources]
    • develop and evaluate mathematical arguments and proofs [View 2 Resources]
    • select and use various types of reasoning and methods of proof [View 2 Resources]
  • Communication Standard [View 23 Resources]
    • organize and consolidate their mathematical thinking through communication [View 7 Resources]
    • communicate their mathematical thinking coherently and clearly to peers, teachers, and others [View 21 Resources]
    • analyze and evaluate the mathematical thinking and strategies of others [View 4 Resources]
    • use the language of mathematics to express mathematical ideas precisely [View 4 Resources]
  • Connections Standard [View 44 Resources]
    • recognize and use connections among mathematical ideas [View 40 Resources]
    • understand how mathematical ideas interconnect and build on one another to produce a coherent whole [View 12 Resources]
    • recognize and apply mathematics in contexts outside of mathematics [View 11 Resources]
  • Representation Standard [View 59 Resources]
    • create and use representations to organize, record, and communicate mathematical ideas [View 46 Resources]
    • select, apply, and translate among mathematical representations to solve problems [View 31 Resources]
    • use representations to model and interpret physical, social, and mathematical phenomena [View 32 Resources]
• National Center for History in the Schools
  • Standards in Historical Thinking
    • Standard 1: Chronological Thinking
      • STANDARD 1<br /> The student thinks chronologically:
        • A. Distinguish between past, present, and future time.
        • B. Identify the temporal structure of a historical narrative or story: its beginning, middle, and end (the latter defined as the outcome of a particular beginning).
        • C. Establish temporal order in constructing their [students'] own historical narratives: working forward from some beginning through its development, to some end or outcome; working backward from some issue, problem, or event to explain its origins and its development over time.
        • D. Measure and calculate calendar time by days, weeks, months, years, decades, centuries.
        • E. Interpret data presented in timelines.
        • F. Create timelines by designating appropriate equidistant intervals of time and recording events according to the temporal order in which they occurred.
        • G. Explain change and continuity over time.
        • D. Measure and calculate calendar time by days, weeks, months, years, decades, centuriesand millennia, from fixed points of the calendar system: BC (before Christ) and AD (Anno Domini, "in the year of our Lord") in the Gregorian calendar and the contemporary secular designation for these same dates, BCE (before the Common Era) and CE (in the Common Era); and compare with the fixed points of other calendar systems such as the Roman (753 BC, the founding of the city of Rome) and the Muslim (622 AD, the hegira).
        • E. Interpret data presented in timelines by designating appropriate equidistant intervals of time and recording events according to the temporal order in which they occurred.
        • F. Reconstruct patterns of historical succession and duration in which historical developments have unfolded, and apply them to explain historical continuity and change.
        • G. Compare alternative models for periodization by identifying the organizing principles on which each is based.
    • Standard 2: Historical Comprehension
      • STANDARD 2<br /> The student comprehends a variety of historical sources:
        • A. Identify the author or source of the historical document or narrative.
        • B. Reconstruct the literal meaning of a historical passage by identifying who was involved, what happened, where it happened, what events led to these developments, and what consequences or outcomes followed.
        • C. Identify the central question(s) the historical narrative addresses and the purpose, perspective, or point of view from which it has been constructed.
        • D. Read historical narratives imaginatively, taking into account (a) the historical context in which the event unfolded-the values, outlook, crises, options, and contingencies of that time and place; and (b) what the narrative reveals of the humanity of the individuals involved-their probable motives, hopes, fears, strengths, and weaknesses.
        • E. Appreciate historical perspectives--the ability (a) to describe the past on its own terms, through the eyes and experiences of those who were there, as revealed through their literature, diaries, letters, arts, artifacts, and the like; and (b) to avoid "present-mindedness," judging the past solely in terms of present-day norms and values.
        • F. Draw upon data in historical maps in order to obtain or clarify information on the geographic setting in which the historical event occurred, its relative and absolute location, the distances and directions involved, the natural and man-made features of the place, and critical relationships in the spatial distributions of those features and the historical event occurring there.
        • G. Draw upon the visual and mathematical data presented in graphs, including charts, tables, pie and bar graphs, flow charts, Venn diagrams, and other graphic organizers to clarify, illustrate, or elaborate upon information presented in the historical narrative.
        • H. Draw upon the visual data presented in photographs, paintings, cartoons, and architectural drawings in order to clarify, illustrate, or elaborate upon information presented in the historical narrative.
        • D. Differentiate between historical facts and historical interpretations but acknowledge that the two are related; that the facts the historian reports are selected and reflect therefore the historian's judgement of what is most significant about the past.
        • E. Read historical narratives imaginatively, taking into account what the narrative reveals of the humanity of the individuals and groups involved--their probable values, outlook, motives, hopes, fears, strengths, and weaknesses.
        • F. Appreciate historical perspectives--the ability (a) describing the past on its own terms, through the eyes and experiences of those who were there, as revealed through their literature, diaries, letters, debates, arts, artifacts, and the like; (b) considering the historical context in which the event unfolded--the values, outlook, options, and contingencies of that time and place; and (c) avoiding "present-mindedness," judging the past solely in terms of present-day norms and values.
        • G. Draw upon data in historical maps in order to obtain or clarify information on the geographic setting in which the historical event occurred, its relative and absolute location, the distances and directions involved, the natural and man-made features of the place, and critical relationships in the spatial distributions of those features and the historical event occurring there.
        • H. Utilize visual and mathematical data presented in graphs, including charts, tables, pie and bar graphs, flow charts, Venn diagrams, and other graphic organizers to clarify, illustrate, or elaborate upon information presented in the historical narrative.
        • I. Draw upon the visual, literary, and musical sources including: (a) photographs, paintings, cartoons, and architectural drawings; (b) novels, poetry, and plays; and, (c) folk, popular and classical music, to clarify, illustrate, or elaborate upon information presented in the historical narrative.
    • Standard 3: Historical Analysis and Interpretation
      • STANDARD 3<br /> The student engages in historical analysis and interpretation:
        • A. Formulate questions to focus their inquiry and analysis.
        • B. Compare and contrast differing sets of ideas, values, personalities, behaviors, and institutions by identifying likenesses and differences.
        • C. Analyze historical fiction on such criteria as the accuracy of the story's historical details and sequence of events; and the point of view or interpretation presented by the author through the words, actions, and descriptions of the characters and events in the story.
        • D. Distinguish fact and fiction by comparing documentary sources on historical figures and events with the fictional characters and events included in the story and its illustrations.
        • E. Compare different stories about a historical figure, era, or event and analyze the different portrayals or perspectives they present.
        • F. Analyze illustrations in historical stories for the information they reveal and compare with historic sites, museum artifacts, historical photos, and other documents to judge their accuracy.
        • G. Consider multiple perspectives in the records of human experience by demonstrating how their differing motives, beliefs, interests, hopes, and fears influenced individual and group behaviors.
        • H. Explain causes in analyzing historical actions, including (a) the importance of the individual in history, of human will, intellect, and character; (b) the influence of ideas, human interests, and beliefs; and (c) the role of chance, the accidental, and the irrational.
        • I. Challenge arguments of historical inevitability by giving examples of how different choices could have led to different consequences.
        • J. Hypothesize the influence of the past, including both the limitations and opportunities made possible by past decisions.
        • A. Compare and contrast differing sets of ideas, values, personalities, behaviors, and institutions by identifying likenesses and differences.
        • B. Consider multiple perspectives of various peoples in the past by demonstrating their differing motives, beliefs, interests, hopes, and fears.
        • C. Analyze cause-and-effect relationships bearing in mind multiple causation including (a) the importance of the individual in history; (b) the influence of ideas, human interests, and beliefs; and (c) the role of chance, the accidental and the irrational.
        • D. Draw comparisons across eras and regions in order to define enduring issues as well as large-scale or long-term developments that transcend regional and temporal boundaries.
        • E. Distinguish between unsupported expressions of opinion and informed hypotheses grounded in historical evidence.
        • F. Compare competing historical narratives.
        • G. Challenge arguments of historical inevitability by formulating examples of historical contingency, of how different choices could have led to different consequences.
        • H. Hold interpretations of history as tentative, subject to changes as new information is uncovered, new voices heard, and new interpretations broached.
        • I. Evaluate major debates among historians concerning alternative interpretations of the past.
    • Standard 4: Historical Research Capabilities
      • STANDARD 4<br /> The student conducts historical research:
        • A. Formulate historical questions from encounters with historical documents, eyewitness accounts, letters, diaries, artifacts, photos, historical sites, art, architecture, and other records from the past.
        • B. Obtain historical data from a variety of sources, including: library and museum collections, historic sites, historical photos, journals, diaries, eyewitness accounts, newspapers, and the like; documentary films; and so on.
        • C. Interrogate historical data by determining by whom and when it was created; testing the data source for its credibility, authority and authenticity; and detecting and evaluating bias, distortion, and propaganda by omission, suppression, or invention of facts.
        • D. Marshal needed information of the time and place in order to construct a story, explanation, or historical narrative.
        • B. Obtain historical data from a variety of sources, including: library and museum collections, historic sites, historical photos, journals, diaries, eyewitness accounts, newspapers, and the like; documentary films, oral testimony from living witnesses, censuses, tax records, city directories, statistical compilations, and economic indicators.
        • C. Interrogate historical data by uncovering the social, political, and economic context in which it was created; testing the data source for its credibility, authority, authenticity, internal consistency and completeness; and detecting and evaluating bias, distortion, and propaganda by omission, suppression, or invention of facts.
        • D. Identify the gaps in the available records and marshal contextual knowledge and perspectives of the time and place in order to elaborate imaginatively upon the evidence, fill in the gaps deductively, and construct a sound historical interpretation.
        • E. Employ quantitative analysis in order to explore such topics as changes in family size and composition, migration patterns, wealth distribution, and changes in the economy.
        • F. Support interpretations with historical evidence in order to construct closely reasoned arguments rather than facile opinions.
    • Standard 5: Historical Issues-Analysis and Decision-Making
      • STANDARD 5<br /> The student engages in historical issues-analysis and decision-making:
        • A. Identify problems and dilemmas confronting people in historical stories, myths, legends, and fables, and in the history of their school, community, state, nation, and the world.
        • B. Analyze the interests, values, and points of view of those involved in the dilemma or problem situation.
        • C. Identify causes of the problem or dilemma.
        • D. Propose alternative ways of resolving the problem or dilemma and evaluate each in terms of ethical consideration (is it fair? just?), the interest of the different people involved, and the likely consequences of each proposal.
        • E. Formulate a position or course of action on an issue by identifying the nature of the problem, analyzing the underlying factors contributing to the problem, and choosing a plausible solution from a choice of carefully evaluated options.
        • F. Identify the solution chosen by characters in the story or in the historical situation; or, recommend a course of action themselves.
        • G. Evaluate the consequences of the actions taken.
        • A. Identify issues and problems in the past and analyze the interests, values, perspectives, and points of view of those involved in the situation.
        • B. Marshal evidence of antecedent circumstances and current factors contributing to contemporary problems and alternative courses of action.
        • C. Identify relevant historical antecedents and differentiate from those that are inappropriate and irrelevant to contemporary issues.
        • D. Evaluate alternative courses of action, keeping in mind the information available at the time, in terms of ethical considerations, the interests of those affected by the decision, and the long- and short-term consequences of each.
        • F. Evaluate the implementation of a decision by analyzing the interests it served; estimating the position, power, and priority of each player involved; assessing the ethical dimensions of the decision; and evaluating its costs and benefits from a variety of perspectives.
  • Standards in History for Grades K-4 (Content Standards)
    • Topic 1: Living and Working Together in Families and Communities, Now and Long Ago
      • STANDARD 1<br /> Family life now and in the recent past; family life in various places long ago.
        • Standard 1A: The student understands family life now and in the recent past; family life in various places long ago.
          • Investigate a family history for at least two generations, identifying various members and their connections in order to construct a timeline. (Teachers should help students understand that families are people from whom they receive love and support. Understanding that many students are raised in nontraditional family structures--i.e., single-parent families, foster homes, guardians raising children--teachers must be sensitive and protect family privacy.) [Establish temporal order]
          • From data gathered through family artifacts, photos, and interviews with older relatives and/or other people who play a significant part in a student's life, draw possible conclusions about roles, jobs, schooling experiences, and other aspects of family life in the recent past. [Draw upon historical and visual data]
          • For various cultures represented in the classroom, compare and contrast family life now with family life over time and between various cultures and consider such things as communication, technology, homes, transportation, recreation, school and cultural traditions. [Distinguish between past and present]
          • Examine and formulate questions about early records, diaries, family photographs, artifacts, and architectural drawings obtained through a local newspaper or historical society in order to describe family life in their local community or state long ago. [Formulate historical questions]
          • Compare and contrast family life now with family life in the local community or state long ago by considering such things as roles, jobs, communication, technology, style of homes, transportation, schools, religious observances, and cultural traditions. [Compare and contrast]
        • Standard 1B: The student understands the different ways people of diverse racial, religious, and ethnic groups, and of various national origins have transmitted their beliefs and values.
          • Explain the ways that families long ago expressed and transmitted their beliefs and values through oral traditions, literature, songs, art, religion, community celebrations, mementos, food, and language. [Obtain historical data]
          • Compare the dreams and ideals that people from various groups have sought, some of the problems they encountered in realizing their dreams, and the sources of strength and determination that families drew upon and shared. [Compare and contrast]
      • STANDARD 2<br /> The history of students' own local community and how communities in North America varied long ago.
        • Standard 2A: The student understands the history of his or her local community.
          • Create a historical narrative about the history of his or her local community from data gathered from local residents, records found in early newspapers, historical documents and photographs, and artifacts and other data found in local museums and historical societies. [Construct a historical narrative]
          • From resources that are available in the local community, record changes that have occurred in goods and services over time. [Establish temporal order]
          • Describe local community life long ago, including jobs, schooling, transportation, communication, religious observances, and recreation. [Obtain historical data]
          • Interpret population data from historical and current maps, charts, graphs, and census tables in order to make generalizations about the changing size and makeup of the local community. [Interrogate the data]
          • Examine local architecture and landscape to compare changes in function and appearance over time. [Draw upon visual data]
          • Identify historical figures in the local community and explain their contributions and significance. [Assess the importance of the individual in history]
          • Identify a problem in the community's past, analyzing the different perspectives of those involved, and evaluate choices people had and the solution they chose. [Identify issues and problems in the past]
        • Standard 2B: The student understands how communities in North America varied long ago.
          • Compare and contrast the different ways in which early Hawaiian and Native American peoples such as the Iroquois, the Sioux, the Hopi, the Nez Perce, the Inuit, and the Cherokee adapted to their various environments and created their patterns of community life long ago. [Compare and contrast differing sets of ideas]
          • Draw upon written and visual sources and describe the historical development and daily life of a colonial community such as Plymouth, Williamsburg, St. Augustine, San Antonio, and Fort Vincennes, in order to create a historical narrative, mural, or dramatization of daily life in that place long ago. [Construct a historical narrative]
          • Describe the challenges and difficulties encountered by people in a pioneer farming community such as those found in the Old Northwest (e.g., Ohio), the prairies, the Southwest (e.g., Santa Fe), eastern Canada (e.g., Quebec), and the Far West (e.g., Salt Lake City). [Read historical narratives imaginatively]
          • Draw upon maps and stories in order to identify geographical factors that led to the establishment and growth of communities such as mining towns (Sacramento) and trading settlements (New Orleans, Vincennes, and Astoria). [Draw upon historical maps and read historical narratives imaginatively]
          • Describe and compare daily life in ethnically diverse urban communities long ago, such as a free African American community in Philadelphia, an Italian community in New York, or a Chinese community in San Francisco. [Draw upon visual data and read historical narratives imaginatively]
    • Topic 2: The History of the Students' Own State or Region
      • STANDARD 3<br /> The people, events, problems, and ideas that created the history of their state.
        • Standard 3A: The student understands the history of indigenous peoples who first lived in his or her state or region.
          • Draw upon data in paintings and artifacts to hypothesize about the culture of the early Hawaiians or Native Americans who are known to have lived in the state or region, e.g., the Anasazi of the Southwest, the Makah of the Northwest coast, the Eskimos/Inupiat of Alaska, the Creeks of the Southeast, the Mississippians (Cahokia), or the Mound Builders. [Formulate historical questions]
          • Draw upon legends and myths of the Native Americans or Hawaiians who lived in students' state or region in order to describe personal accounts of their history. [Read historical narratives imaginatively]
          • Compare and contrast how Native American or Hawaiian life today differs from the life of these same groups over 100 years ago. [Compare and contrast differing sets of ideas]
        • Standard 3B: The student understands the history of the first European, African, and/or Asian-Pacific explorers and settlers who came to his or her state or region.
          • Gather data in order to analyze geographic, economic, and religious reasons that brought the first explorers and settlers to the state or region. [Obtain historical data]
          • Reconstruct in timelines the order of early explorations and settlements including explorers, early settlements, and cities. [Establish temporal order]
          • Examine visual data in order to describe ways in which early settlers adapted to, utilized, and changed the environment. [Draw upon visual data]
          • Analyze some of the interactions that occurred between the Native Americans or Hawaiians and the first European, African, and Asian-Pacific explorers and settlers in the students' state or region. [Read historical narratives imaginatively]
          • Use a variety of sources to construct a historical narrative about daily life in the early settlements of the student's state or region. [Obtain historical data]
        • Standard 3C: The student understands the various other groups from regions throughout the world who came into the his or her own state or region over the long-ago and recent past.
          • Develop a timeline on their state or region and identify the first inhabitants who lived there, each successive group of arrivals, and significant changes that developed over the history of their state or region. [Establish temporal order]
          • Use a variety of visual data, fiction and nonfiction sources, and speakers to identify the groups that have come into the state or region and to generate ideas about why they came. [Obtain historical data]
          • Examine photographs and pictures of people from the various racial and ethnic groups of varying socioeconomic status who lived in the state 100-200 years ago in order to hypothesize about their lives, feelings, plans, and dreams, and to compare ways in which their experiences were similar and different. [Formulate historical questions]
          • Examine newspaper and magazine accounts and construct interview questions for a written, telephone, or in-person interview with a recent immigrant in order to discover why they came, what their life was like, and to describe some of the experiences that they have had in adjusting to the state or region. [Obtain historical data]
          • Draw upon census data and historical accounts in order to describe patterns and changes in population over a period of time in a particular city or town in the students' state or region. [Draw upon historical data]
          • Describe the problems, including prejudice and intolerance, as well as the opportunities that various groups who have lived in their state or region have experienced in housing, the workplace, and the community. [Appreciate historical perspectives]
          • Draw upon historical narratives to examine the sources of strength and determination, such as family, church, synagogue, community, or fraternal organizations that various groups drew upon in attempts to overcome problems during this period. [Consider multiple perspectives]
        • Standard 3D: The student understands the interactions among all these groups throughout the history of his or her state.
          • List in chronological order the major historical events that are part of the state's history. [Establish temporal order]
          • Analyze the significance of major events in the state's history, their impact on people then and now, and their relationship to the history of the nation. [Analyze cause-and-effect relationships]
          • Read historical narratives to describe how the territory or region attained its statehood. [Reconstruct the literal meaning of a historical passage]
          • Identify historical problems or events in the state and analyze the way they were solved and/or the ways that they continue to be addressed. [Identify issues and problems in the past]
          • Examine various written accounts in order to identify and describe regional or state examples of major historical events and developments that involved interaction among various groups (e.g., the Alamo, the Underground Railroad, the building of the Transcontinental Railroad, and the California Gold Rush). [Consider multiple perspectives]
          • Investigate the influence of geography on the history of the state or region and identify issues and approaches to problems such as land use and environmental problems. [Reconstruct the literal meaning of a historical passage]
        • Standard 3E: The student understands the ideas that were significant in the development of the state and that helped to forge its unique identity.
          • Draw upon visual and other data to identify symbols, slogans, or mottoes, and research why they represent the state. [Draw upon visual data]
          • Analyze how the ideas of significant people affected the history of their state. [Assess the importance of the individual in history]
          • Research in order to explain why important buildings, statues, monuments, and place names are associated with the state's history. [Obtain historical data]
          • Draw upon a variety of sources to describe the unique historical conditions that influenced the formation of the state. [Obtain historical data]
    • Topic 3: The History of the United States: Democratic Principles and Values and the People from Many Cultures Who Contributed to Its Cultural, Economic, and Political Heritage
      • STANDARD 4<br /> How democratic values came to be, and how they have been exemplified by people, events, and symbols.
        • Standard 4A: Demonstrate understanding of how the United States government was formed and of the nation's basic democratic principles set forth in the Declaration of Independence and the Constitution.
          • Explain that the U.S. government was formed by English colonists who fought for independence from England. [Explain causes and consequences]
          • Identify and explain the basic principles that Americans set forth in the documents that declared the nation's independence from England (the Declaration of Independence) and that created the new nation's government (U.S. Constitution). [Demonstrate and explain the influence of ideas]
          • Explain the importance of the basic principles of American democracy that unify us as a nation: our individual rights to life, liberty, and the pursuit of happiness; responsibility for the common good; equality of opportunity and equal protection of the law; freedom of speech and religion; majority rule with protection for minority rights; and limitations on government, with power held by the people and delegated by them to their elected officials who are responsible to those who elected them to office. [Demonstrate and explain the influence of ideas]
          • Analyze how over the last 200 years individuals and groups in American society have struggled to achieve the liberties and equality promised in the principles of American democracy. [Analyze continuity and change ]
        • Standard 4B: Demonstrate understanding of ordinary people who have exemplified values and principles of American democracy.
          • Identify ordinary people who have believed in the fundamental democratic values such as justice, truth, equality, the rights of the individual, and responsibility for the common good, and explain their significance. [Assess the importance of the individual in history]
          • Analyze in their historical context the accomplishments of ordinary people in the local community now and long ago who have done something beyond the ordinary that displays particular courage or a sense of responsibility in helping the common good. [Assess the importance of the individual in history]
        • Standard 4C: The student understands historic figures who have exemplified values and principles of American democracy.
          • Identify historical figures who believed in the fundamental democratic values such as justice, truth, equality, the rights of the individual, and responsibility for the common good, and explain their significance in their historical context and today. [Assess the importance of the individual in history]
          • Describe how historical figures in the United States and other parts of the world have advanced the rights of individuals and promoted the common good, and identify character traits such as persistence, problem solving, moral responsibility, and respect for others that made them successful. [Assess the importance of the individual in history]
          • Compare historical biographies or fictionalized accounts of historical figures with primary documents in order to analyze inconsistencies and disagreements in these accounts, and assess their reliability. [Compare competing historical narratives]
        • Standard 4D: The student understands events that celebrate and exemplify fundamental values and principles of American democracy.
          • Describe the history of holidays, such as the birthday of Martin Luther King Jr., Presidents' Day, Memorial Day, the Fourth of July, Labor Day, Veterans' Day and Thanksgiving, that celebrate the core democratic values and principles of this nation. [Demonstrate and explain the influence of ideas]
          • Describe the history of events, such as the signing of the Mayflower Compact and the Declaration of Independence, and the writing of the Constitution, the Bill of Rights, and the Emancipation Proclamation. [Demonstrate and explain the influence of ideas and beliefs]
        • Standard 4E: The student understands national symbols through which American values and principles are expressed.
          • Describe the history of American symbols such as the eagle, the Liberty Bell, George Washington as the "father of our country," and the national flag. [Demonstrate and explain the influence of ideas]
          • Explain why important buildings, statues, and monuments are associated with state and national history, such as the White House, Lincoln Memorial, Statue of Liberty, Ellis Island, Angel Island, Mt. Rushmore, and veterans memorials. [Obtain historical data]
          • Analyze the Pledge of Allegiance and patriotic songs, poems, and sayings that were written long ago to demonstrate understanding of their significance. [Reconstruct the literal meaning of a historical passage]
          • Analyze songs, symbols, and slogans that demonstrate freedom of expression and the role of protest in a democracy. [Consider multiple perspectives]
      • STANDARD 5<br /> The causes and nature of various movements of large groups of people into and within the United States, now, and long ago.
        • Standard 5A: Demonstrate understanding of the movements of large groups of people into his or her own and other states in the United States now and long ago.
          • Draw upon data in historical maps, historical narratives, diaries, and other fiction or nonfiction accounts in order to chart various movements (westward, northward, and eastward) in the United States. [Obtain historical data]
          • Gather data in order to describe the forced relocation of Native Americans and how their lives, rights, and territories were affected by European colonization and the expansion of the United States, including examples such as Spanish colonization in the Southwest, Tecumseh's resistance to Indian removal, Cherokee Trail of Tears, Black Hawk's War, and the movement of the Nez Perce. [Obtain historical data]
          • Draw upon data from charts, historical maps, nonfiction and fiction accounts, and interviews in order to describe "through their eyes" the experience of immigrant groups. Include information such as where they came from and why they left, travel experiences, ports of entry and immigration screening, and the opportunities and obstacles they encountered when they arrived in America. [Appreciate historical perspectives]
          • Identify reasons why groups such as freed African Americans, Mexican and Puerto Rican migrant workers, and Dust Bowl farm families migrated to various parts of the country. [Consider multiple perspectives ]
          • Analyze the experiences of those who moved from farm to city during the periods when cities grew rapidly in the United States. [Read historical narratives imaginatively]
      • STANDARD 6<br /> Regional folklore and culture contributions that helped to form our national heritage.
        • Standard 6A: The student understands folklore and other cultural contributions from various regions of the United States and how they help to form a national heritage.
          • Describe regional folk heroes, stories, or songs that have contributed to the development of the cultural history of the U.S. [ Read historical narratives imaginatively]
          • Draw upon a variety of stories, legends, songs, ballads, games, and tall tales in order to describe the environment, lifestyles, beliefs, and struggles of people in various regions of the country. [ Read historical narratives imaginatively]
          • Examine art, crafts, music, and language of people from a variety of regions long ago and describe their influence on the nation. [Draw upon visual and other historical data ]
    • Topic 4: The History of Peoples of Many Cultures Around the World
      • STANDARD 7<br /> Selected attributes and historical developments of various societies in Africa, the Americas, Asia, and Europe.
        • Standard 7A: The student understands the cultures and historical developments of selected societies in such places as Africa, the Americas, Asia, and Europe.
          • Investigate the ways historians learn about the past if there are no written records. [Compare records from the past]
          • Describe the effects geography has had on societies, including their development of urban centers, food, clothing, industry, agriculture, shelter, trade, and other aspects of culture. [Draw upon historical maps]
          • Compare and contrast various aspects of family life, structures, and roles in different cultures and in many eras with students' own family lives. [Compare and contrast]
          • Illustrate or retell the main ideas in folktales, legends, myths, and stories of heroism that disclose the history and traditions of various cultures around the world. [Reconstruct the literal meaning of a historical passage ]
          • Describe life in urban areas and communities of various cultures of the world at various times in their history. [Obtain historical data]
          • Describe significant historical achievements of various cultures of the world. [ Obtain historical data]
          • Analyze the dance, music, and arts of various cultures around the world to draw conclusions about the history, daily life, and beliefs of the people in history. [ Draw upon visual data]
          • Explain the customs related to important holidays and ceremonies in various countries in the past. [Assess the importance of ideas and beliefs in history ]
        • Standard 7B: The student understands great world movements of people now and long ago.
          • Trace on maps and explain the migrations of large groups, such as the movement of Native American ancestors across the Bering Strait land bridge, the Bantu migrations in Africa, the movement of Europeans and Africans to the Western Hemisphere, and the exodus of Vietnamese boat people, Haitians, and Cubans in recent decades. [ Obtain historical data]
          • Draw upon historical narratives to identify early explorers and world travelers, such as Marco Polo, Zheng He, Eric the Red, and Christopher Columbus, and to describe the knowledge gained from their journeys. [ Read historical narratives imaginatively]
          • Draw upon historical narratives in order to identify European explorers of the 15th and 16th centuries, and explain their reasons for exploring, the information gained from their journeys, and what happened as a result of their travels. [ Obtain historical data and read historical narratives imaginatively]
          • Gather data in order to explain the effects of the diffusion of food crops and animals between the Western and Eastern hemispheres after the voyages of Columbus. [Obtain historical data. ]
      • STANDARD 8<br /> Major discoveries in science and technology, their social and economic effects, and the scientists and inventors responsible for them.
        • Standard 8A: The student understands the development of technological innovations, the major scientists and inventors associated with them and their social and economic effects.
          • Compare and contrast the behaviors of hunters and gatherers with those of people who cultivated plants and raised domesticated animals for food. [Compare and contrast differing sets of ideas ]
          • Draw upon visual data to illustrate development of the wheel and its early uses in ancient societies. [Demonstrate and explain the influence of ideas ]
          • Describe the development and the influence of basic tools on work and behavior. [ Demonstrate and explain the influence of ideas]
          • Identify and describe various technological developments to control fire, water, wind, and soil, and to utilize natural resources such as trees, coal, oil, and gas in order to satisfy the basic human needs for food, water, clothing, and shelter. [Obtain historical data ]
          • Identify and describe technological inventions and developments that evolved during the 19th century and the influence of these changes on the lives of workers. [ Demonstrate and explain the influence of ideas]
          • Identify and describe the significant achievements of important scientists and inventors. [ Assess the importance of the individual in history]
        • Standard 8B: The student understands changes in transportation and their effects.
          • Create a timeline showing the varieties in forms of transportation and their developments over time. [ Create time lines]
          • Draw upon photographs, illustrations, models, and nonfictional resource materials to demonstrate the developments in marine vessels constructed by people from ancient times until today. [ Reconstruct patterns of historical succession and duration]
          • Investigate the development of extensive road systems, such as the Roman roads of the early Roman Empire; the trade routes by camel caravan linking East Asia, Southwest Asia, and Africa during the ancient and early Middle Ages; the network of roads and highways of the Incas in Peru; the National Road in the U.S.; and the interstate highway system in order to explain the travel and communication difficulties encountered by people over vast expanses of territory, and the social and economic effects of these developments. [ Obtain historical data]
          • Trace the developments in rail transportation beginning in the 19th century and the effects of national systems of railroad transport on the lives of people. [Reconstruct patterns of historical succession and duration ]
          • Investigate the design and development of aircraft and rocketry and the people involved. [ Reconstruct patterns of historical succession and duration]
          • Identify and describe the people who have made significant contributions in the field of transportation. [ Assess the importance of the individual in history]
        • Standard 8C: The student understands changes in communication and their effects.
          • Compare and contrast ways people communicate with each other now and long ago, and list in chronological order technological developments that facilitated communication. [ Establish temporal order]
          • Illustrate the origins and changes in methods of writing over time and describe how the changes made communication between people more effective. [ Obtain historical data]
          • Explain the significance of the printing press, the computer, and electronic developments in communication, and describe their impact on the spread of ideas. [Obtain historical data ]
          • Compare and contrast various systems of long-distance communication, including runners, the "talking drums" of Africa, smoke signals of Native Americans, the pony express, the telegraph, telephones, and satellite systems of worldwide communication today, and analyze their effects. [ Compare and contrast]
          • Identify and describe the people who have made significant contributions in the field of communication. [ Assess the importance of the individual]
  • United States History Standards for Grades 5-12 (Content Standards)
    • Era 1<br /> Three Worlds Meet (Beginnings to 1620)
      • Standard 1: Comparative characteristics of societies in the Americas, Western Europe, and Western Africa that increasingly interacted after 1450
        • Standard 1A<br />The student understands the patterns of change in indigenous societies in the Americas up to the Columbian voyages.
          • Draw upon data provided by archaeologists and geologists to explain the origins and migration from Asia to the Americas and contrast them with Native Americans' own beliefs concerning their origins in the Americas. [Compare and contrast different sets of ideas]
          • Trace the spread of human societies and the rise of diverse cultures from hunter-gatherers to urban dwellers in the Americas. [Reconstruct patterns of historical succession and duration]
          • Explain the common elements of Native American societies such as gender roles, family organization, religion, and values and compare their diversity in languages, shelter, labor systems, political structures, and economic organization. [Analyze multiple causation]
          • Explore the rise and decline of the Mississippian mound-building society. [Analyze multiple causation]
        • Standard 1B<br />The student understands changes in Western European societies in the age of exploration.
          • Appraise aspects of European society, such as family organization, gender roles, property holding, education and literacy, linguistic diversity, and religion. [Identify historical antecedents]
          • Describe major institutions of capitalism and analyze how the emerging capitalist economy transformed agricultural production, manufacturing, and the uses of labor. [Analyze cause-and-effect relationships]
          • Explain the causes and consequences of European Crusades in Iberia and analyze connections between the Christian crusading tradition and European overseas exploration. [Analyze multiple causation]
          • Explain dissent within the Catholic Church and analyze the beliefs and ideas of leading religious reformers. [Explain the influence of ideas]
          • Analyze relationships among the rise of centralized states, the development of urban centers, the expansion of commerce, and overseas exploration. [Identify historical antecedents]
        • Standard 1C<br />The student understands developments in Western African societies in the period of early contact with Europeans.
          • Describe the physical geography of West and Central Africa and analyze its impact on settlement patterns, cultural traits, and trade. [Draw upon data in historical maps]
          • Describe general features of family organization, labor division, agriculture, manufacturing, and trade in Western African societies. [Analyze multiple causation]
          • Describe the continuing growth of Islam in West Africa in the 15th and 16th centuries and analyze interactions between Islam and local religious beliefs and practices. [Examine the influence of ideas]
          • Analyze varieties of slavery in Western Africa and the economic importance of the trans-Saharan slave trade in the 15th and 16th centuries. [Analyze multiple causation]
          • Analyze the varying responses of African states to early European trading and raiding on the Atlantic African coast. [Analyze cause-and-effect relationships]
        • Standard 1D<br />The student understands the differences and similarities among Africans, Europeans, and Native Americans who converged in the western hemisphere after 1492.
          • Compare political systems, including concepts of political authority, civic values, and the organization and practice of government. [Compare and contrast different political systems]
          • Compare social organizations, including population levels, urbanization, family structure, and modes of communication. [Compare and contrast different social organizations]
          • Compare economic systems, including systems of labor, trade, concepts of property, and exploitation of natural resources. [Compare and contrast different economic institutions]
          • Compare dominant ideas and values including religious belief and practice, gender roles, and attitudes toward nature. [Compare and contrast the influence of ideas]
          • Compare political systems, including concepts of political authority, civic values, and the organization and practice of government. [Compare and contrast different political systems]
      • Standard 2: How early European exploration and colonization resulted in cultural and ecological interactions among previously unconnected peoples
        • Standard 2A<br />The student understands the stages of European oceanic and overland exploration, amid international rivalries, from the 9th to 17th centuries.
          • Trace routes taken by early explorers, from the 15th through the 17th century, around Africa, to the Americas, and across the Pacific. [Draw upon data in historical maps]
          • Evaluate the significance of Columbus' voyages and his interactions with indigenous peoples. [Assess the importance of the individual in history]
          • Compare English, French, and Dutch motives for exploration with those of the Spanish. [Compare and contrast different sets of ideas]
          • Appraise the role of national and religious rivalries in the age of exploration and evaluate their long-range consequences. [Consider multiple perspectives]
          • Evaluate the course and consequences of the "Columbian Exchange." [Hypothesize the influence of the past]
        • Standard 2B<br />The student understands the Spanish and Portuguese conquest of the Americas.
          • Describe the social composition of the early settlers and compare their various motives for exploration and colonization. [Compare and contrast differing sets of ideas]
          • Explain and evaluate the Spanish interactions with such people as Aztecs, Incas, and Pueblos. [Examine the influence of ideas]
          • Describe the evolution and long-term consequences of labor systems such as encomienda and slavery in Spanish and Portuguese America. [Appreciate historical perspectives]
          • Analyze connections between silver mined in Peru and Mexico and the rise of global trade and the price revolution in 16th-century Europe. [Analyze cause-and-effect relationships]
    • Era 2<br /> Colonization and Settlement (1585-1763)
      • Standard 1: Why the Americas attracted Europeans, why they brought enslaved Africans to their colonies, and how Europeans struggled for control of North America and the Caribbean
        • Standard 1A<br />The student understands how diverse immigrants affected the formation of European colonies.
          • Analyze the religious, political, and economic motives of free immigrants from different parts of Europe who came to North America and the Caribbean. [Consider multiple causation]
          • Explain why so many European indentured servants risked the hardships of bound labor overseas. [Consider multiple perspectives]
          • Evaluate the opportunities for European immigrants, free and indentured, in North America and the Caribbean and the difficulties they encountered. [Compare competing historical narratives]
          • Compare the social composition of English, French, and Dutch settlers in the 17th and 18th centuries. [Interrogate historical data]
          • Trace the arrival of Africans in the European colonies in the 17th century and the rapid increase of slave importation in the 18th century. [Reconstruct patterns of historical succession and duration]
        • Standard 1B<br />The student understands the European struggle for control of North America.
          • Analyze relationships between Native Americans and Spanish, English, French, and Dutch settlers. [Compare and contrast different sets of ideas]
          • Compare how English settlers interacted with Native Americans in New England, mid-Atlantic, Chesapeake, and lower South colonies. [Consider multiple perspectives]
          • Analyze how various Native American societies changed as a result of the expanding European settlements and how they influenced European societies. [Examine the influence of ideas and interests]
          • Analyze the significance of the colonial wars before 1754 and the causes, character, and outcome of the Seven Years War. [Analyze multiple causation]
          • Analyze Native American involvement in the colonial wars and evaluate the consequences for their societies. [Consider multiple perspectives]
      • Standard 2: How political, religious, and social institutions emerged in the English colonies
        • Standard 2A<br />The student understands the roots of representative government and how political rights were defined.
          • Analyze how the rise of individualism contributed to the idea of participatory government. [Assess the importance of the individual]
          • Compare how early colonies were established and governed. [Compare and contrast differing sets of ideas]
          • Explain the concept of the "rights of Englishmen" and the impact of the English Civil War and the Glorious Revolution on the colonies. [Hypothesize the influence of the past]
          • Analyze how gender, property ownership, religion, and legal status affected political rights. [Analyze cause-and-effect relationships]
          • Explain the social, economic, and political tensions that led to violent conflicts between the colonists and their governments. [Examine the influence of ideas]
          • Explain how the conflicts between legislative and executive branches contributed to the development of representative government. [Analyze cause-and-effect relationships]
        • Standard 2B<br />The student understands religious diversity in the colonies and how ideas about religious freedom evolved.
          • Describe religious groups in colonial America and the role of religion in their communities. [Consider multiple perspectives]
          • Explain how Puritanism shaped New England communities and how it changed during the 17th century. [Compare and contrast differing sets of ideas]
          • Trace and explain the evolution of religious freedom in the English colonies. [Reconstruct patterns of historical succession and duration]
          • Explain the impact of the Great Awakening on colonial society. [Examine the influence of ideas]
        • Standard 2C<br />The student understands social and cultural change in British America.
          • Explain how rising individualism challenged inherited ideas of hierarchy and deference and affected the ideal of community. [Assess the importance of the individual]
          • Explain how and why family and community life differed in various regions of colonial North America. [Consider multiple perspectives]
          • Analyze women's property rights before and after marriage in the colonial period. [Interrogate historical data]
          • Explain how Enlightenment ideas, including Benjamin Franklin's experiments with electricity, influenced American society. [Examine the influence of ideas]
          • Explore the seeds of public education in the New England colonies and explain how literacy and education differed between New England and southern colonies. [Compare and contrast differing sets of ideas]
      • Standard 3:How the values and institutions of European economic life took root in the colonies, and how slavery reshaped European and African life in the America
        • Standard 3A<br />The student understands colonial economic life and labor systems in the Americas.
          • Explain mercantilism and evaluate how it influenced patterns of economic activity. [Analyze cause-and-effect relationships]
          • Identify the major economic regions in the Americas and explain how labor systems shaped them. [Utilize visual and mathematical data]
          • Explain the development of an Atlantic economy in the colonial period. [Reconstruct patterns of historical succession and duration]
        • Standard 3B<br />The student understands economic life and the development of labor systems in the English colonies.
          • Explain how environmental and human factors accounted for differences in the economies that developed in the colonies of New England, mid-Atlantic, Chesapeake, and lower South. [Compare and contrast different sets of ideas]
          • Analyze how the early Navigation Acts affected economic life in the colonies. [Marshal evidence of antecedent circumstances]
          • Explore how the mobility and material success of many colonists encouraged the development of a consumer society and led to the imitation of English culture. [Utilize quantitative data]
          • Compare the characteristics of free labor, indentured servitude, and chattel slavery. [Compare and contrast differing labor systems]
          • Explain the shift from indentured servitude to chattel slavery in the southern colonies. [Challenge arguments of historical inevitability]
        • Standard 3C<br />The student understands African life under slavery.
          • Analyze the forced relocation of Africans to the English colonies in North America and the Caribbean. [Appreciate historical perspectives]
          • Explain how varieties of slavery in African societies differed from the chattel racial slavery that developed in the English colonies. [Compare and contrast differing institutions]
          • Assess the contribution of enslaved and free Africans to economic development in different regions of the American colonies. [Interrogate historical data]
          • Analyze how Africans in North America drew upon their African past and upon selected European (and sometimes Indian) customs and values to develop a distinctive African American culture. [Identify gaps in the historical record while constructing a sound historical interpretation]
          • Analyze overt and passive resistance to enslavement. [Analyze cause-and-effect relationships]
    • Era 3<br /> Revolution and the New Nation (1754-1820s)
      • Standard 1: The causes of the American Revolution, the ideas and interests involved in forging the revolutionary movement, and the reasons for the American victory
        • Standard 1A<br />The student understands the causes of the American Revolution.
          • Explain the consequences of the Seven Years War and the overhaul of English imperial policy following the Treaty of Paris in 1763. [Marshal evidence of antecedent circumstances]
          • Compare the arguments advanced by defenders and opponents of the new imperial policy on the traditional rights of English people and the legitimacy of asking the colonies to pay a share of the costs of empire. [Consider multiple perspectives]
          • Reconstruct the chronology of the critical events leading to the outbreak of armed conflict between the American colonies and England. [Establish temporal order]
          • Analyze political, ideological, religious, and economic origins of the Revolution. [Analyze multiple causation]
          • Reconstruct the arguments among patriots and loyalists about independence and draw conclusions about how the decision to declare independence was reached. [Consider multiple perspectives]
        • Standard 1B<br />The student understands the principles articulated in the Declaration of Independence.
          • Explain the major ideas expressed in the Declaration of Independence and their intellectual origins. [Marshal evidence of antecedent circumstances]
          • Demonstrate the fundamental contradictions between the ideals expressed in the Declaration of Independence and the realities of chattel slavery. [Consider multiple perspectives]
          • Draw upon the principles in the Declaration of Independence to construct a sound historical argument regarding whether it justified American independence. [Interrogate historical data]
          • Explain how key principles in the Declaration of Independence grew in importance to become unifying ideas of American democracy. [Evaluate the influence of ideas]
          • Compare the Declaration of Independence with the French Declaration of the Rights of Man and Citizen and construct an argument evaluating their importance to the spread of constitutional democracies in the 19th and 20th centuries. [Compare and contrast differing sets of ideas]
        • Standard 1C<br />The student understands the factors affecting the course of the war and contributing to the American victory.
          • Appraise George Washington's military and political leadership in conducting the Revolutionary War. [Assess the importance of the individual]
          • Compare and explain the different roles and perspectives in the war of men and women, including white settlers, free and enslaved African Americans, and Native Americans. [Evaluate the influence of ideas]
          • Analyze the problems of financing the war and dealing with wartime inflation, hoarding, and profiteering. [Identify issues and problems in the past]
          • Explain how the Americans won the war against superior British resources. [Analyze multiple causation]
          • Analyze United States relationships with France, Holland, and Spain during the Revolution and the contributions of each European power to the American victory. [Analyze cause-and-effect relationships]
          • Analyze the terms of the Treaty of Paris and how they affected U.S. relations with Native Americans and with European powers that held territories in North America. [Consider multiple perspectives]
      • Standard 2: The impact of the American Revolution on politics, economy, and society
        • Standard 2A<br />The student understands revolutionary government-making at national and state levels.
          • Analyze the arguments over the Articles of Confederation. [Examine the influence of ideas]
          • Compare several state constitutions and explain why they differed. [Analyze multiple causation]
          • Assess the accomplishments and failures of the Continental Congress. [Compare and contrast differing sets of ideas]
          • Assess the importance of the Northwest Ordinance. [Interrogate historical data]
        • Standard 2B<br />The student understands the economic issues arising out of the Revolution.
          • Evaluate how the states and the Continental Congress dealt with the revolutionary war debt. [Utilize quantitative data]
          • Analyze the factors that led to Shay's Rebellion. [Analyze multiple causation]
          • Explain the dispute over the western lands and evaluate how it was resolved. [Draw upon data in historical maps]
          • Explain how the Continental Congress and the states attempted to rebuild the economy by addressing issues of foreign and internal trade, banking, and taxation. [Formulate a position or course of action on an issue]
        • Standard 2C<br />The student understands the Revolution's effects on different social groups.
          • Compare the reasons why many white men and women and most African American and Native Americans remained loyal to the British. [Consider multiple perspectives]
          • Compare the revolutionary goals of different groups—for example, rural farmers and urban craftsmen, northern merchants and southern planters—and how the Revolution altered social, political, and economic relations among them. [Compare and contrast differing values, behaviors, and institutions]
          • Explain the revolutionary hopes of enslaved and free African Americans and the gradual abolition of slavery in the northern states. [Examine the influence of ideas]
          • Analyze the ideas put forth arguing for new women's roles and rights and explain the customs of the 18th century that limited women's aspirations and achievements. [Examine the influence of ideas]
          • Explain how African American leaders and African American institutions shaped free black communities in the North. [Assess the importance of the individual]
      • Standard 3: The institutions and practices of government created during the Revolution and how they were revised between 1787 and 1815 to create the foundation of the American political system based on the U.S. Constitution and the Bill of Rights
        • Standard 3A<br />The student understands the issues involved in the creation and ratification of the United States Constitution and the new government it established.
          • Analyze the factors involved in calling the Constitutional Convention. [Analyze multiple causation]
          • Analyze the alternative plans considered by the delegates and the major compromises agreed upon to secure approval of the Constitution. [Examine the influence of ideas]
          • Analyze the fundamental ideas behind the distribution of powers and the system of checks and balances established by the Constitution. [Examine the influence of ideas]
          • Analyze the features of the Constitution which have made this the most enduring and widely imitated written constitution in world history. [Examine the influence of ideas]
          • Compare the arguments of Federalists and Anti-Federalists during the ratification debates and assess their relevance in late 20th-century politics. [Hypothesize the influence of the past]
        • Standard 3B<br />The student understands the guarantees of the Bill of Rights and its continuing significance.
          • Evaluate the arguments over the necessity of a Bill of Rights and explain Madison's role in securing its adoption by the First Congress. [Assess the importance of the individual]
          • Analyze the significance of the Bill of Rights and its specific guarantees. [Examine the influence of ideas]
          • Analyze whether the Alien and Sedition Acts of 1798 threatened First Amendment rights and the issues the Alien and Sedition Acts posed in the absence of judicial review of acts of Congress. [Evaluate the implementation of a decision]
          • Analyze issues addressed in recent court cases involving the Bill of Rights to assess their continuing significance today. [Identify relevant historical antecedents]
        • Standard 3C<br />The student understands the development of the Supreme Court's power and its significance from 1789 to 1820.
          • Appraise how John Marshall's precedent-setting decisions interpreted the Constitution and established the Supreme Court as an independent and equal branch of the government. [Assess the importance of the individual]
          • Trace the evolution of the Supreme Court's powers during the 1790s and early 19th century and analyze its influence today. [Explain historical continuity and change]
        • Standard 3D<br />The student understands the development of the first American party system.
          • Explain the principles and issues that prompted Thomas Jefferson to organize an opposition party. [Analyze multiple causation]
          • Compare the leaders and social and economic composition of each party. [Compare and contrast differing sets of ideas]
          • Compare the opposing views of the two parties on the main economic and foreign policy issues of the 1790s. [Compare and contrast differing sets of ideas]
          • Assess the influence of the French Revolution on American politics. [Analyze cause-and-effect relationships]
    • Era 4<br /> Expansion and Reform (1801-1861)
      • Standard 1: United States territorial expansion between 1801 and 1861, and how it affected relations with external powers and Native Americans
        • Standard 1A<br />The student understands the international background and consequences of the Louisiana Purchase, the War of 1812, and the Monroe Doctrine.
          • Analyze Napoleon's reasons for selling Louisiana to the United States. [Draw upon the data in historical maps]
          • Compare the arguments advanced by Democratic Republicans and Federalists regarding the acquisition of Louisiana. [Compare and contrast differing sets of ideas]
          • Analyze how the Louisiana Purchase influenced politics, economic development, and the concept of Manifest Destiny. [Evaluate the implementation of a decision]
          • Assess how the Louisiana Purchase affected relations with Native Americans and the lives of various inhabitants of the Louisiana Territory. [Explain historical continuity and change]
          • Explain President Madison's reasons for declaring war in 1812 and analyze the sectional divisions over the war. [Compare and contrast differing sets of ideas]
          • Assess why many Native Americans supported the British in the War of 1812 and the consequences of this policy. [Consider multiple perspectives]
          • Identify the origins and provisions of the Monroe Doctrine and how it influenced hemispheric relations. [Reconstruct patterns of historical succession and duration]
        • Standard 1B<br />The student understands federal and state Indian policy and the strategies for survival forged by Native Americans.
          • Compare the policies toward Native Americans pursued by presidential administrations through the Jacksonian era. [Compare and contrast differing sets of ideas]
          • Compare federal and state Indian policy and explain Whig opposition to the removal of Native Americans. [Consider multiple perspectives]
          • Analyze the impact of removal and resettlement on the Cherokee, Creek, Chickasaw, Choctaw, and Seminole. [Appreciate historical perspectives]
          • Investigate the impact of trans-Mississippi expansion on Native Americans. [Analyze cause-and-effect relationships]
          • Explain and evaluate the various strategies of Native Americans such as accommodation, revitalization, and resistance. [Compare and contrast differing sets of ideas]
        • Standard 1C<br />The student understands the ideology of Manifest Destiny, the nation's expansion to the Northwest, and the Mexican-American War.
          • Explain the economic, political, racial, and religious roots of Manifest Destiny and analyze how the concept influenced the westward expansion of the nation. [Examine the influence of ideas]
          • Explain the diplomatic and political developments that led to the resolution of conflicts with Britain and Russia in the period 1815-1850. [Formulate a position or course of action on an issue]
          • Analyze United States trading interests in the Far East and explain how they influenced continental expansion to the Pacific. [Analyze cause-and-effect relationships]
          • Compare and explain the peaceful resolution of the Oregon dispute with Great Britain and the declaration of war with Mexico. [Challenge arguments of historical inevitability]
          • Explain the causes of the Texas War for Independence and the Mexican-American War and evaluate the provisions and consequences of the Treaty of Guadalupe Hidalgo. [Analyze multiple causation]
          • Analyze different perspectives on the Mexican-American War. [Consider multiple perspectives]
      • Standard 2: How the industrial revolution, increasing immigration, the rapid expansion of slavery, and the westward movement changed the lives of Americans and led toward regional tensions
        • Standard 2A<br />The student understands how the factory system and the transportation and market revolutions shaped regional patterns of economic development.
          • Explain how the major technological developments that revolutionized land and water transportation arose and analyze how they transformed the economy, created international markets, and affected the environment. [Analyze cause-and-effect relationships]
          • Evaluate national and state policies regarding a protective tariff, a national bank, and federally funded internal improvements. [Examine the influence of ideas]
          • Explain how economic policies related to expansion, including northern dominance of locomotive transportation, served different regional interests and contributed to growing political and sectional differences. [Compare and contrast differing sets of ideas]
          • Compare how patterns of economic growth and recession affected territorial expansion and community life in the North, South, and West. [Analyze cause-and-effect relationships]
          • Analyze how the factory system affected gender roles and changed the lives of men, women, and children. [Analyze cause-and-effect relationships]
          • Evaluate the factory system from the perspectives of owners and workers and assess its impact on the rise of the labor movement in the antebellum period. [Consider multiple perspectives]
        • Standard 2B<br />The student understands the first era of American urbanization.
          • Identify and explain the factors that caused rapid urbanization and compare the new industrialized centers with the old commercial cities. [Explain historical continuity and change]
          • Analyze how rapid urbanization, immigration, and industrialization affected the social fabric of early 19th-century cities. [Analyze cause-and-effect relationships]
          • Explain the growth of free African American communities in the cities and account for the rise of racial hostility. [Examine the influence of ideas]
          • Compare popular and high culture in the growing cities. [Compare and contrast differing sets of ideas]
        • Standard 2C<br />The student understands how antebellum immigration changed American society.
          • Analyze the push-pull factors which led to increased immigration, for the first time from China but especially from Ireland and Germany. [Analyze cause-and-effect relationships]
          • Assess the connection between industrialization and immigration. [Analyze cause-and-effect relationships]
          • Explain how immigration intensified ethnic and cultural conflict and complicated the forging of a national identity. [Interrogate historical data]
          • Assess the ways immigrants adapted to life in the United States and to the hostility sometimes directed at them by the nativist movement and the Know Nothing party. [Assess the importance of the individual in history]
        • Standard 2D<br />The student understands the rapid growth of "the peculiar institution" after 1800 and the varied experiences of African Americans under slavery.
          • Analyze the impact of the Haitian Revolution and the ending of the Atlantic slave trade. [Analyze cause-and-effect relationships]
          • Explain how the cotton gin and the opening of new lands in the South and West led to the increased demand for slaves. [Analyze cause-and-effect relationships]
          • Analyze the argument that the institution of slavery retarded the emergence of capitalist institutions and values in the South. [Evaluate major debates among historians]
          • Describe the plantation system and the roles of their owners, their families, hired white workers, and enslaved African Americans. [Consider multiple perspectives]
          • Identify the various ways in which African Americans resisted the conditions of their enslavement and analyze the consequences of violent uprisings. [Analyze cause-and-effect relationships]
          • Evaluate how enslaved African Americans used religion and family to create a viable culture and ameliorate the effects of slavery. [Obtain historical data]
        • Standard 2E<br />The student understands the settlement of the West.
          • Explore the lure of the West and the reality of life on the frontier. [Examine the influence of ideas]
          • Contrast the causes and character of the rapid settlement of California and Oregon in the late 1840s and 1850s. [Compare and contrast different patterns of settlement]
          • Examine the origins and political organization of the Mormons, explaining the motives for their trek west and evaluating their contributions to the settlement of the West. [Appreciate historical perspectives]
          • Analyze cultural interactions among diverse groups in the trans-Mississippi region. [Consider multiple perspectives]
          • Assess the degree to which political democracy was a characteristic of the West and evaluate the factors influencing political and social conditions on the frontier. [Differentiate between historical facts and historical interpretations]
      • Standard 3: The extension, restriction, and reorganization of political democracy after 1800
        • Standard 3A<br />The student understands the changing character of American political life in "the age of the common man."
          • Relate the increasing popular participation in state and national politics to the evolving democratic ideal that adult white males were entitled to political participation. [Identify relevant historical antecedents]
          • Explain the contradictions between the movement for universal white male suffrage and the disenfranchisement of free African Americans as well as women in New Jersey. [Evaluate the implementation of a decision]
          • Analyze the influence of the West on the heightened emphasis on equality in the political process. [Analyze cause-and-effect relationships]
          • Explain the combination of sectional, cultural, economic, and political factors that contributed to the formation of the Democratic, Whig, and "Know-Nothing" parties. [Analyze multiple causation]
          • Evaluate the importance of state and local issues, the rise of interest-group politics, and the style of campaigning in increasing voter participation. [Compare and contrast differing sets of ideas]
          • Explain why the election of Andrew Jackson was considered a victory for the "common man." [Assess the importance of the individual in history]
          • Analyze how Jackson's veto of the U.S. Bank recharter and his actions in the nullification crisis contributed to the rise of the Whig party. [Analyze cause-and-effect relationships]
        • Standard 3B<br />The student understands how the debates over slavery influenced politics and sectionalism.
          • Explain the Missouri Compromise and evaluate its political consequences. [Identify issues and problems in the past]
          • Explain how tariff policy and issues of states' rights influenced party development and promoted sectional differences. [Analyze cause-and-effect relationships]
          • Analyze how the debates over slavery--from agitation over the "gag rule" of the late 1830s through the war with Mexico--strained national cohesiveness and fostered rising sectionalism. [Compare and contrast differing sets of ideas]
      • Standard 4: The sources and character of cultural, religious, and social reform movements in the antebellum period
        • Standard 4A<br />The student understands the abolitionist movement.
          • Analyze changing ideas about race and assess the reception of proslavery and antislavery ideologies in the North and South. [Examine the influence of ideas]
          • Explain the fundamental beliefs of abolitionism and compare the antislavery positions of the "immediatists" and "gradualists" within the movement. [Consider multiple perspectives]
          • Compare the positions of African American and white abolitionists on the issue of the African American's place in society. [Compare and contrast differing sets of ideas]
        • Standard 4B<br />The student understands how Americans strived to reform society and create a distinct culture.
          • Explain the importance of the Second Great Awakening and the ideas of its principal leaders. [Examine the influence of ideas]
          • Assess how the Second Great Awakening impinged on antebellum issues such as public education, temperance, women's suffrage, abolition, and commercialization. [Analyze cause-and-effect relationships]
          • Define Transcendentalism, account for the rise of the first American renaissance, and analyze ideas concerning the individual, society, and nature expressed in the literary works of major Transcendentalists. [Examine the influence of ideas]
          • Examine how literary and artistic movements fostered a distinct American identity among different groups and in different regions. [Draw upon literary and artistic sources]
          • Identify the major utopian experiments and analyze the reasons for their formation. [Consider multiple perspectives]
        • Standard 4C<br />The student understands changing gender roles and the ideas and activities of women reformers.
          • Compare the North, South, and West in terms of men's and women's occupations, legal rights, and social status. [Interrogate historical data]
          • Analyze the activities of women of different racial and social groups in the reform movements for education, abolition, temperance, and women's suffrage. [Examine the importance of the individual]
          • Analyze the goals of the 1848 Seneca Falls "Declaration of Sentiments" and evaluate its impact. [Reconstruct the literal meaning of a historical passage]
          • Compare and contrast the antebellum women's movement for equality and 20th-century feminism. [Hypothesize the influence of the past]
    • Era 5<br /> Civil War and Reconstruction (1850-1877)
      • Standard 1: The causes of the Civil War
        • Standard 1A<br />The student understands how the North and South differed and how politics and ideologies led to the Civil War.
          • Identify and explain the economic, social, and cultural differences between the North and the South. [Draw upon quantitative data to trace historical developments]
          • Analyze how the disruption of the second American party system frayed the durable bonds of union, leading to the ascent of the Republican party in the 1850s. [Analyze multiple causation]
          • Explain how events after the Compromise of 1850 and the Dred Scott decision in 1857 contributed to increasing sectional polarization. [Analyze cause-and-effect relationships]
          • Analyze the importance of the "free labor" ideology in the North and its appeal in preventing the further extension of slavery in the new territories. [Examine the influence of ideas]
          • Explain the causes of the Civil War and evaluate the importance of slavery as a principal cause of the conflict. [Compare competing historical narratives]
          • Chart the secession of the southern states and explain the process and reasons for secession. [Analyze cause-and-effect relationships]
      • Standard 2: The course and character of the Civil War and its effects on the American people
        • Standard 2A<br />The student understands how the resources of the Union and Confederacy affected the course of the war.
          • Compare the human resources of the Union and the Confederacy at the beginning of the Civil War and assess the tactical advantages of each side. [Utilize visual and mathematical data]
          • Identify the innovations in military technology and explain their impact on humans, property, and the final outcome of the war. [Utilize visual and mathematical data]
          • Identify the turning points of the war and evaluate how political, military, and diplomatic leadership affected the outcome of the conflict. [Assess the importance of the individual in history]
          • Evaluate provisions of the Emancipation Proclamation, Lincoln's reasons for issuing it, and its significance. [Examine the influence of ideas]
          • Analyze the purpose, meaning, and significance of the Gettysburg Address. [Identify the author of the historical document and assess its credibility]
          • Describe the position of the major Indian nations during the Civil War and explain the effects of the war upon these nations. [Reconstruct patterns of historical succession and duration]
        • Standard 2B<br />The student understands the social experience of the war on the battlefield and homefront.
          • Compare the motives for fighting and the daily life experiences of Confederate with those of white and African American Union soldiers. [Evidence historical perspectives]
          • Analyze the reasons for the northern draft riots. [Analyze multiple causation]
          • Evaluate the Union's reasons for curbing wartime civil liberties. [Consider multiple perspectives]
          • Compare women's homefront and battlefront roles in the Union and the Confederacy. [Compare and contrast differing sets of ideas]
          • Compare the human and material costs of the war in the North and South and assess the degree to which the war reunited the nation. [Examine historical perspectives]
      • Standard 3: How various reconstruction plans succeeded or failed
        • Standard 3A<br />The student understands the political controversy over Reconstruction.
          • Contrast the Reconstruction policies advocated by Lincoln, Andrew Johnson, and sharply divided Congressional leaders, while assessing these policies as responses to changing events. [Compare and contrast differing sets of ideas]
          • Analyze the escalating conflict between the president and Congress and explain the reasons for and consequences of Johnson's impeachment and trial. [Consider multiple perspectives]
          • Explain the provisions of the 14th and 15th amendments and the political forces supporting and opposing each. [Consider multiple perspectives]
          • Analyze how shared values of the North and South limited support for social and racial democratization, as reflected in the Compromise of 1877. [Analyze cause-and-effect relationships]
          • Analyze the role of violence and the tactics of the "redeemers" in regaining control over the southern state governments. [Interrogating historical data]
        • Standard 3B<br />The student understands the Reconstruction programs to transform social relations in the South.
          • Explain the economic and social problems facing the South and appraise their impact on different social groups. [Examine historical perspectives]
          • Evaluate the goals and accomplishments of the Freedmen's Bureau. [Hold interpretations of history as tentative]
          • Describe the ways in which African Americans laid foundations for modern black communities during Reconstruction. [Hypothesize the influence of the past]
          • Analyze how African Americans attempted to improve their economic position during Reconstruction and explain the factors involved in their quest for land ownership. [Analyze multiple causation]
        • Standard 3C<br />The student understands the successes and failures of Reconstruction in the South, North, and West.
          • Evaluate the effects of northern capital and entrepreneurship on economic development in the postwar South. [Consider multiple perspectives]
          • Assess the progress of "Black Reconstruction" and legislative reform programs promoted by reconstructed state governments. [Marshal evidence of antecedent circumstances]
          • Evaluate Reconstruction ideals as a culminating expression of the mid-19th-century impulse of social democratization and perfectionism. [Evaluate major debates among historians]
          • Assess how the political and economic position of African Americans in the northern and western states changed during Reconstruction. [Examine historical perspectives]
          • Analyze how the Civil War and Reconstruction changed men's and women's roles and status in the North, South, and West. [Analyze cause-and-effect relationships]
          • Evaluate why corruption increased in the postwar period. [Analyze multiple causation]
    • Era 6<br /> The Development of the Industrial United States (1870-1900)
      • Standard 1: How the rise of corporations, heavy industry, and mechanized farming transformed the American people
        • Standard 1A<br />The student understands the connections among industrialization, the advent of the modern corporation, and material well-being.
          • Explain how organized industrial research produced technological breakthroughs, especially the Bessemer steel process, conversion to electrical power, and telephonic communication, and how these innovations transformed the economy, work processes, and domestic life. [Utilize quantitative data]
          • Compare various types of business organizations in production and marketing. [Compare and contrast differing sets of ideas]
          • Evaluate the careers of prominent industrial and financial leaders. [Assess the importance of the individual in history]
          • Explain how business leaders sought to limit competition and maximize profits in the late 19th century. [Examine the influence of ideas]
          • Examine how industrialization made consumer goods more available, increased the standard of living for most Americans, and redistributed wealth. [Utilize quantitative data]
          • Compare the ascent of new industries today with those of a century ago. [Hypothesize the influence of the past]
        • Standard 1B<br />The student understands the rapid growth of cities and how urban life changed.
          • Explain how geographical factors and rapid industrialization created different kinds of cities in diverse regions of the country. [Draw upon data in historical maps]
          • Trace the migration of people from farm to city and their adjustment to urban life. [Appreciate historical perspectives]
          • Analyze how urban political machines gained power and how they were viewed by immigrants and middle-class reformers. [Consider multiple perspectives]
          • Explain how urban dwellers dealt with the problems of financing, governing, and policing the cities. [Evaluate alternative courses of actions]
          • Investigate how urban leaders, such as architects and philanthropists, responded to the challenges of rapid urbanization. [Assess the importance of the individual in history]
        • Standard 1C<br />The student understands how agriculture, mining, and ranching were transformed.
          • Explain how major geographical and technological influences, including hydraulic engineering and barbed wire, affected farming, mining, and ranching. [Draw upon data in historical maps]
          • Explain the conflicts that arose during the settlement of the "last frontier" among farmers, ranchers, and miners. [Consider multiple perspectives]
          • Analyze the role of the federal government--particularly in terms of land policy, water, and Indian policy--in the economic transformation of the West. [Analyze cause-and-effect relationships]
          • Explain how commercial farming differed in the Northeast, South, Great Plains, and West in terms of crop production, farm labor, financing, and transportation. [Compare and contrast differing economic patterns]
          • Explain the gender composition and ethnic diversity of farmers, miners, and ranchers and analyze how this affected the development of the West. [Examine the influence of ideas]
          • Explain the significance of farm organizations. [Analyze multiple causation]
        • Standard 1D<br />The student understands the effects of rapid industrialization on the environment and the emergence of the first conservation movement.
          • Analyze the environmental costs of pollution and the depletion of natural resources during the period 1870-1900. [Utilize visual and mathematical data]
          • Explain how rapid industrialization, extractive mining techniques, and the "gridiron" pattern of urban growth affected the scenic beauty and health of city and countryside. [Analyze multiple causation]
          • Explain the origins of environmentalism and the conservation movement in the late 19th century. [Examine the influence of ideas]
      • Standard 2: Massive immigration after 1870 and how new social patterns, conflicts, and ideas of national unity developed amid growing cultural diversity
        • Standard 2A<br />The student understands the sources and experiences of the new immigrants.
          • Distinguish between the "old" and "new" immigration in terms of its volume and the immigrants' ethnicity, religion, language, place of origin, and motives for emigrating from their homelands. [Analyze multiple causation]
          • Trace patterns of immigrant settlement in different regions of the country and how new immigrants helped produce a composite American culture that transcended group boundaries. [Reconstruct patterns of historical succession and duration]
          • Assess the challenges, opportunities, and contributions of different immigrant groups. [Examine historical perspectives]
          • Evaluate how Catholic and Jewish immigrants responded to religious discrimination. [Obtain historical data]
          • Evaluate the role of public and parochial schools in integrating immigrants into the American mainstream. [Analyze cause-and-effect relationships]
        • Standard 2B<br />The student understands "scientific racism", race relations, and the struggle for equal rights.
          • Analyze the scientific theories of race and their application to society and politics. [Examine the influence of ideas]
          • Explain the rising racial conflict in different regions, including the anti-Chinese movement in the West and the rise of lynching in the South. [Explain historical continuity and change]
          • Analyze the role of new laws and the federal judiciary in instituting racial inequality and in disfranchising various racial groups. [Evaluate the implementation of a decision]
          • Analyze the arguments and methods by which various minority groups sought to acquire equal rights and opportunities guaranteed in the nation's charter documents. [Identify issues and problems in the past]
        • Standard 2C<br />The student understands how new cultural movements at different social levels affected American life.
          • Describe how regional artists and writers portrayed American life in this period. [Read historical narratives imaginatively]
          • Investigate new forms of popular culture and leisure activities at different levels of American society. [Draw upon visual sources]
          • Explain Victorianism and its impact on architecture, literature, manners, and morals. [Employ literature, architecture, diaries, and artifacts]
          • Analyze how the rise of public education and voluntary organizations promoted national unity and American values in an era of unprecedented immigration and socioeconomic change. [Examine the influence of ideas]
      • Standard 3: The rise of the American labor movement and how political issues reflected social and economic changes
        • Standard 3A<br />The student understands how the "second industrial revolution" changed the nature and conditions of work.
          • Explain the change from workshop to factory and how it altered the worker's world. [Analyze cause-and-effect relationships]
          • Account for employment in different regions of the country as affected by gender, race, ethnicity, and skill. [Formulate historical questions]
          • Analyze how working conditions changed and how the workers responded to new industrial conditions. [Explain historical continuity and change]
          • Analyze the causes and consequences of the industrial employment of children. [Examine historical perspectives]
        • Standard 3B<br />The student understands the rise of national labor unions and the role of state and federal governments in labor conflicts.
          • Analyze how "reform unions" and "trade unions" differed in terms of their agendas for reform and for organizing workers by race, skill, gender, and ethnicity. [Compare and contrast differing sets of ideas]
          • Explain the ways in which management in different regions and industries responded to labor organizing workers. [Formulate historical questions]
          • Analyze the causes and effects of escalating labor conflict. [Analyze cause-and-effect relationships]
          • Explain the response of management and government at different levels to labor strife in different regions of the country. [Compare competing historical narratives]
        • Standard 3C<br />The student understands how Americans grappled with social, economic, and political issues.
          • Explain how Democrats and Republicans responded to civil service reform, monetary policy, tariffs, and business regulation. [Consider multiple perspectives]
          • Explain the causes and effects of the depressions of 1873-79 and 1893-97 and the ways in which government, business, labor, and farmers responded. [Analyze cause-and-effect relationships]
          • Explain the political, social, and economic roots of Populism and distinguish Populism from earlier democratic reform movements. [Examine the influence of ideas]
          • Analyze the Populists' Omaha Platform of 1892 as a statement of grievances and an agenda for reform. [Interrogate historical data]
          • Analyze the issues and results of the 1896 election and determine to what extent it was a turning point in American politics. [Analyze cause-and-effect relationships]
          • Evaluate the successes and failures of Populism. [Examine the influence of ideas]
      • Standard 4: Federal Indian policy and United States foreign policy after the Civil War
        • Standard 4A<br />The student understands various perspectives on federal Indian policy, westward expansion, and the resulting struggles.
          • Identify and compare the attitudes and policies toward Native Americans by government officials, the U.S. Army, missionaries, and settlers. [Interrogate historical data]
          • Compare survival strategies of different Native American societies during the "second great removal." [Appreciate historical perspectives]
          • Explain the provisions of the Dawes Severalty Act of 1887 and evaluate its effects on tribal identity, land ownership, and assimilation. [Evaluate the implementation of a decision]
          • Evaluate the legacy of 19th-century federal Indian policy. [Hypothesize the influence of the past]
        • Standard 4B<br />The student understands the roots and development of American expansionism and the causes and outcomes of the Spanish-American War.
          • Trace the acquisition of new territories. [Reconstruct patterns of historical succession and duration]
          • Describe how geopolitics, economic interests, racial ideology, missionary zeal, nationalism, and domestic tensions combined to create an expansionist foreign policy. [Analyze cause-and-effect relationships]
          • Evaluate the causes, objectives, character, and outcome of the Spanish-American War. [Interrogate historical data]
          • Explain the causes and consequences of the Filipino insurrection. [Analyze cause-and-effect relationships]
    • Era 7<br /> The Emergence of Modern America (1890-1930)
      • Standard 1: How Progressives and others addressed problems of industrial capitalism, urbanization, and political corruption
        • Standard 1A<br />The student understands the origin of the Progressives and the coalitions they formed to deal with issues at the local and state levels.
          • Explain how the Progressives drew upon the American past to develop a notion of democracy responsive to the distinctive needs of an industrial society. [Explain historical continuity and change]
          • Examine the social origins of the Progressives. [Interrogate historical data]
          • Explain how intellectuals and religious leaders laid the groundwork and publicists spread the word for Progressive plans to reform American society. [Assess the importance of the individual]
          • Evaluate Progressive reforms to expand democracy at the local and state levels. [Examine the influence of ideas]
          • Assess Progressive efforts to regulate big business, curb labor militancy, and protect the rights of workers and consumers. [Evaluate alternative courses of action]
          • Evaluate Progressive attempts at social and moral reform. [Marshal evidence of antecedent circumstances]
          • Analyze Progressive programs for assimilating the influx of immigrants before World War I. [Formulate a position or course of action on an issue]
        • Standard 1B<br />The student understands Progressivism at the national level.
          • Evaluate the presidential leadership of Theodore Roosevelt, William Howard Taft, and Woodrow Wilson in terms of their effectiveness in obtaining passage of reform measures. [Assess the importance of the individual]
          • Explain why the election of 1912 was a pivotal campaign for the Progressive movement. [Interrogate historical data]
          • Compare the New Nationalism, New Freedom, and Socialist agendas for change. [Compare and contrast differing sets of ideas]
          • Describe how the 16th, 17th, 18th, and 19th amendments reflected the ideals and goals of Progressivism and the continuing attempt to adapt the founding ideals to a modernized society. [Evaluate the implementation of a decision]
          • Explain how the decisions of the Supreme Court affected Progressivism. [Interrogate historical data]
        • Standard 1C<br />The student understands the limitations of Progressivism and the alternatives offered by various groups.
          • Compare the counter-Progressive programs of various labor organizations with the social democratic programs promulgated in industrial Europe. [Compare and contrast differing ideas]
          • Examine the perspectives of various African Americans on Progressivism and their alternative programs. [Consider multiple perspectives]
          • Specify the issues raised by various women and how mainstream Progressives responded to them. [Consider multiple perspectives]
          • Evaluate the changing attitude toward Native American assimilation under Progressivism and the consequences of the change. [Explain historical continuity and change]
      • Standard 2: The changing role of the United States in world affairs through World War I
        • Standard 2A<br />The student understands how the American role in the world changed in the early 20th century.
          • Analyze the reasons for the Open Door policy. [Formulate a position or course of action on an issue]
          • Evaluate the Roosevelt administration's foreign policies. [Evaluate the implementation of a decision]
          • Explain relations with Japan and the significance of the "Gentleman's Agreement." [Consider multiple perspectives]
          • Compare Taft's dollar diplomacy with Roosevelt's big stick diplomacy and evaluate the results. [Compare and contrast differing sets of ideas]
          • Evaluate Wilson's moral diplomacy, especially in relation to the Mexican Revolution. [Examine the influence of ideas]
        • Standard 2B<br />The student understands the causes of World War I and why the United States intervened.
          • Explain the causes of World War I in 1914 and the reasons for the declaration of United States neutrality. [Identify issues and problems in the past]
          • Assess how industrial research in aviation and chemical warfare influenced military strategy and the outcome of World War I. [Analyze cause-and-effect relationships]
          • Analyze the impact of American public opinion on the Wilson administration's evolving foreign policy from 1914 to 1917. [Examine the influence of ideas]
          • Evaluate Wilson's leadership during the period of neutrality and his reasons for intervention. [Assess the importance of the individual]
        • Standard 2C<br />The student understands the impact at home and abroad of the United States involvement in World War I.
          • Explain U.S. military and economic mobilization for war and evaluate the role of labor, including women and African Americans. [Identify issues and problems in the past]
          • Analyze the impact of public opinion and government policies on constitutional interpretation and civil liberties. [Evaluate the implementation of a decision]
          • Explain how the American Expeditionary Force contributed to the allied victory. [Interrogate historical data]
          • Evaluate the significance of the Russian Revolution, how it affected the war, and how the United States and Allied powers responded to it. [Marshal evidence of antecedent circumstances]
          • Evaluate Wilson's Fourteen Points, his negotiations at the Versailles Treaty talks, and the national debate over treaty ratification and the League of Nations. [Evaluate the implementation of a decision]
      • Standard 3: How the United States changed from the end of World War I to the eve of the Great Depression
        • Standard 3A<br />The student understands social tensions and their consequences in the postwar era.
          • Assess state and federal government reactions to the growth of radical political movements. [Evaluate the implementation of a decision]
          • Analyze the factors that lead to immigration restriction and the closing of the "Golden Door." [Interrogate historical data]
          • Examine rising racial tensions, the resurgence of the Ku Klux Klan, and the emergence of Garveyism. [Analyze cause-and-effect relationships]
          • Examine the rise of religious fundamentalism and the clash between traditional moral values and changing ideas as exemplified in the controversy over Prohibition and the Scopes trial. [Examine the influence of ideas]
          • Analyze how the emergence of the "New Woman" challenged Victorian values. [Examine the influence of ideas]
        • Standard 3B<br />The student understands how a modern capitalist economy emerged in the 1920s.
          • Explain how principles of scientific management and technological innovations, including assembly lines, rapid transit, household appliances, and radio, continued to transform production, work, and daily life. [Examine the influence of ideas]
          • Examine the changes in the modern corporation, including labor policies and the advent of mass advertising and sales techniques. [Analyze cause-and-effect relationships]
          • Analyze the new business downtowns, the development of suburbs, and the role of transportation in changing urban life. [Explain historical continuity and change]
          • Explain the role of new technology and scientific research in the rise of agribusiness and agricultural productivity. [Utilize quantitative data]
        • Standard 3C<br />The student understands how new cultural movements reflected and changed American society.
          • Specify and evaluate the extension of secondary education to new segments of American society. [Utilize quantitative data]
          • Analyze how radio, movies, newspapers, and popular magazines created mass culture. [Examine the influence of ideas]
          • Explain the growth of distinctively American art and literature from the social realists to the "lost generation." [Draw upon art and literature]
          • Examine the contributions of artists and writers of the Harlem Renaissance and assess their popularity. [Draw upon visual, literary, and musical sources]
          • Assess how increased leisure time promoted the growth of professional sports, amusement parks, and national parks. [Analyze cause-and-effect relationships]
        • Standard 3D<br />The student understands politics and international affairs in the 1920s.
          • Evaluate the waning of Progressivism and the "return to normalcy." [Explain historical continuity and change]
          • Assess the effects of woman suffrage on politics. [Evaluate the implementation of a decision]
          • Describe the goals and evaluate the effects of Republican foreign policy. [Analyze cause-and-effect relationships]
    • Era 8<br /> The Great Depression and World War II (1929-1945)
      • Standard 1: The causes of the Great Depression and how it affected American society
        • Standard 1A<br />The student understands the causes of the crash of 1929 and the Great Depression.
          • Assess the economic policies of the Harding and Coolidge administrations and their impact on wealth distribution, investment, and taxes. [Analyze multiple causation]
          • Analyze the causes and consequences of the stock market crash of 1929. [Compare competing historical narratives]
          • Evaluate the causes of the Great Depression. [Analyze multiple causation]
          • Explain the global context of the depression and the reasons for the worldwide economic collapse. [Evaluate major debates among historians]
          • Explore the reasons for the deepening crisis of the Great Depression and evaluate the Hoover administration's responses. [Formulate a position or course of action on an issue]
        • Standard 1B<br />The student understands how American life changed during the 1930s.
          • Explain the effects of the Great Depression and the Dust Bowl on American farm owners, tenants, and sharecroppers. [Analyze multiple causation]
          • Analyze the impact of the Great Depression on industry and workers and explain the response of local and state officials in combating the resulting economic and social crises. [Analyze multiple causation]
          • Analyze the impact of the Great Depression on the American family and on ethnic and racial minorities. [Consider multiple perspectives]
          • Explain the cultural life of the Depression years in art, literature, and music and evaluate the government's role in promoting artistic expression. [Draw upon visual, literary, and musical sources]
      • Standard 2: How the New Deal addressed the Great Depression, transformed American federalism, and initiated the welfare state
        • Standard 2A<br />The student understands the New Deal and the presidency of Franklin D. Roosevelt.
          • Contrast the background and leadership abilities of Franklin D. Roosevelt with those of Herbert Hoover. [Assess the importance of the individual in history]
          • Analyze the links between the early New Deal and Progressivism. [Compare and contrast differing sets of ideas]
          • Contrast the first and second New Deals and evaluate the success and failures of the relief, recovery, and reform measures associated with each. [Compare and contrast differing sets of ideas]
          • Analyze the factors contributing to the forging of the Roosevelt coalition in 1936 and explain its electoral significance in subsequent years. [Examine the influence of ideas]
          • Analyze the involvement of minorities and women in the New Deal and its impact upon them. [Assess the importance of the individual in history]
          • Explain renewed efforts to protect the environment during the Great Depression and evaluate their success in places such as the Dust Bowl and the Tennessee Valley. [Analyze cause-and-effect relationships]
        • Standard 2B<br />The student understands the impact of the New Deal on workers and the labor movement.
          • Explain how New Deal legislation and policies affected American workers and the labor movement. [Analyze cause-and-effect relationships]
          • Explain the re-emergence of labor militancy and the struggle between craft and industrial unions. [Compare and contrast differing sets of ideas]
          • Evaluate labor union positions on minority and women workers. [Consider multiple perspectives]
          • Explain the impact of the New Deal on nonunion workers. [Formulate a position or course of action on an issue]
        • Standard 2C<br />The student understands opposition to the New Deal, the alternative programs of its detractors, and the legacy of the New Deal.
          • Identify the leading opponents of New Deal policies and assess their arguments. [Compare and contrast differing sets of ideas and values]
          • Explain the reasoning of the Supreme Court decisions on early New Deal legislation and evaluate the Roosevelt administration's response. [Compare and contrast differing sets of ideas]
          • Evaluate the significance and legacy of the New Deal. [Evaluate the implementation of a decision]
      • Standard 3: The causes and course of World War II, the character of the war at home and abroad, and its reshaping of the U.S. role in world affairs
        • Standard 3A<br />The student understands the international background of World War II.
          • Analyze the factors contributing to the rise of fascism, national socialism, and communism in the interwar period. [Analyze multiple causation]
          • Explain the breakdown of the Versailles settlement and League of Nations in the 1930s. [Challenge arguments of historical inevitability]
          • Analyze hemispheric relations in the 1930s, as exemplified by the Good Neighbor Policy. [Draw upon data in historical maps]
          • Analyze the reasons for American isolationist sentiment in the interwar period and its effects on international relations and diplomacy. [Analyze cause-and-effect relationships]
          • Evaluate American responses to German, Italian, and Japanese aggression in Europe, Africa, and Asia from 1935 to 1941. [Formulate a position or course of action on an issue]
          • Analyze the reasons for the growing tensions with Japan in East Asia culminating with the bombing of Pearl Harbor. [Marshal evidence of antecedent circumstances]
        • Standard 3B<br />The student understands World War II and how the Allies prevailed.
          • Explain the major turning points of the war and contrast military campaigns in the European and Pacific theaters. [Draw upon data in historical maps]
          • Analyze Hitler's "final solution" and the Allies' responses to the Holocaust and war crimes. [Interrogate historical data]
          • Evaluate the wartime aims and strategies hammered out at conferences among the Allied powers. [Hypothesize the influence of the past]
          • Evaluate the decision to employ nuclear weapons against Japan and assess later controversies over the decision. [Evaluate major debates among historians]
          • Explain the financial, material, and human costs of the war and analyze its economic consequences for the Allies and the Axis powers. [Utilize visual and quantitative data]
          • Describe military experiences and explain how they fostered American identity and interactions among people of diverse backgrounds. [Utilize literary sources including oral testimony]
          • Explain the purposes and organization of the United Nations. [Marshal evidence of antecedent circumstances]
        • Standard 3C<br />The student understands the effects of World War II at home.
          • Explain how the United States mobilized its economic and military resources during World War II. [Utilize visual and quantitative data]
          • Explore how the war fostered cultural exchange and interaction while promoting nationalism and American identity. [Analyze cause-and-effect relationships]
          • Evaluate how minorities organized to gain access to wartime jobs and how they confronted discrimination. [Formulate a position or course of action on an issue]
          • Evaluate the internment of Japanese Americans during the war and assess the implication for civil liberties. [Evaluate the implementation of a decision]
          • Analyze the effects of World War II on gender roles and the American family. [Compare and contrast differing sets of ideas]
          • Evaluate the war's impact on science, medicine, and technology, especially in nuclear physics, weaponry, synthetic fibers, and television. [Utilize quantitative data]
          • Evaluate how Americans viewed their achievements and global responsibilities at war's end. [Interrogate historical data]
    • Era 9<br />Postwar United States (1945 to early 1970s)
      • Standard 1: The economic boom and social transformation of postwar United States
        • Standard 1A<br />The student understands the extent and impact of economic changes in the postwar period.
          • Analyze the debate over demobilization and economic reconversion and its effects on the economy. [Marshal evidence of antecedent circumstances]
          • Explain the reasons for the sustained growth of the postwar consumer economy. [Analyze cause-and-effect relationships]
          • Explain the growth of the service, white collar, and professional sectors of the economy that led to the enlargement of the middle class. [Analyze cause-and-effect relationships]
          • Analyze the impact of the Cold War on the economy. [Identify issues and problems in the past]
          • Analyze the continued gap between poverty and the rising affluence of the middle class. [Consider multiple perspectives]
        • Standard 1B<br />The student understands how the social changes of the postwar period affected various Americans
          • Evaluate the effects of the GI Bill on American society. [Hypothesize the influence of the past on the present]
          • Examine the rapid growth of secondary and collegiate education and the role of new governmental spending on educational programs. [Analyze cause-and-effect relationships]
          • Explain the expansion of suburbanization and analyze how the "crabgrass frontier" affected American society. [Explain historical continuity and change]
          • Explain the reasons for the "return to domesticity" and how it affected family life and women's careers. [Consider multiple perspectives]
          • Examine the place of religion in postwar American life. [Examine the influence of ideas]
          • Explore the influence of popular culture and analyze the role of the mass media in homogenizing American culture. [Analyze cause-and-effect relationships]
        • Standard 1C<br />The student understands how postwar science augmented the nation's economic strength, transformed daily life, and influenced the world economy.
          • Explore how the new relationship between science and government after World War II created a new system of scientific research and development. [Explain historical continuity and change]
          • Identify various pioneers in modern scientific research and explain how their work has changed contemporary society. [Assess the importance of the individual in history]
          • Assess the significance of research and scientific breakthroughs in promoting the U.S. space program. [Examine the influence of ideas]
          • Explain the advances in medical science and assess how they improved the standard of living and changed demographic patterns. [Interrogate historical data]
          • Describe agricultural innovation and consolidation in the postwar period and assess their impact on the world economy. [Analyze cause-and-effect relationships]
          • Examine how American technology ushered in the communications revolution and assess its global influence. [Analyze cause-and-effect relationships]
      • Standard 2: How the Cold War and conflicts in Korea and Vietnam influenced domestic and international politics
        • Standard 2A<br />The student understands the international origins and domestic consequences of the Cold War.
          • Evaluate the "flawed peace" resulting from World War II and the effectiveness of the United Nations in reducing international tensions and conflicts. [Analyze cause-and-effect relationships]
          • Explain the origins of the Cold War and the advent of nuclear politics. [Hold interpretations of history as tentative]
          • Examine the U.S. response to the Chinese Revolution and its impact on the Cold War. [Analyze cause-and-effect relationships]
          • Analyze the causes of the Korean War and how a divided Korea remained a source of international tension. [Formulate a position or course of action on an issue]
          • Explain the rationale, implementation, and effectiveness of the U.S. containment policy. [Evaluate the implementation of a decision]
          • Explain the popular uprisings against communist governments in Eastern Europe and evaluate how they affected United States foreign policy. [Analyze cause-and-effect relationships]
          • Analyze the change from confrontation to coexistence between the Soviet Union and the United States. [Analyze cause-and-effect relationships]
        • Standard 2B<br />The student understands United States foreign policy in Africa, Asia, the Middle East, and Latin America.
          • Analyze American policies toward independence movements in Africa, Asia, the Caribbean, and the Middle East. [Marshal evidence of antecedent circumstances]
          • Evaluate changing foreign policy toward Latin America. [Identify issues and problems in the past]
          • Assess U.S. relations with Israel and explain how Arab-Israeli crises influenced American foreign policy during the Cold War. [Evaluate the implementation of a decision]
        • Standard 2C<br />The student understands the foreign and domestic consequences of U.S. involvement in Vietnam.
          • Assess the Vietnam policy of the Kennedy, Johnson, and Nixon administrations and the shifts of public opinion about the war. [Analyze multiple causation]
          • Explain the composition of the American forces recruited to fight the war. [Interrogate historical data]
          • Evaluate how Vietnamese and Americans experienced the war and how the war continued to affect postwar politics and culture. [Appreciate historical perspectives]
          • Explain the provisions of the Paris Peace Accord of 1973 and evaluate the role of the Nixon administration. [Differentiate between historical facts and historical interpretations]
          • Analyze the constitutional issues involved in the war and explore the legacy of the Vietnam war. [Formulate a position or course of action on an issue]
      • Standard 3: Domestic policies after World War II
        • Standard 3A<br />The student understands the political debates of the post-World War II era.
          • Evaluate Truman's continuation of New Deal policies in labor relations, housing, education, and health. [Formulate a position or course of action on an issue]
          • Evaluate Truman's civil rights policies and their effect on splintering the Democratic party. [Assess the importance of the individual in history]
          • Explain the relationship between post-war Soviet espionage and the emergence of internal security and loyalty programs under Truman and Eisenhower. [Analyze cause-and-effect relationships]
          • Analyze the rise and fall of McCarthyism, its effects on civil liberties, and its repercussions. [Analyze cause-and-effect relationships]
          • Evaluate Eisenhower's "Modern Republicanism" in relation to the economy and other domestic issues. [Formulate a position or course of action on an issue]
        • Standard 3B<br />The student understands the "New Frontier" and the "Great Society."
          • Examine the role of the media in the election of 1960. [Utilize visual and quantitative data]
          • Evaluate the domestic policies of Kennedy's "New Frontier." [Hold interpretations of history as tentative]
          • Evaluate the legislation and programs enacted during Johnson's presidency. [Evaluate the implementation of a decision]
          • Assess the effectiveness of the "Great Society" programs. [Evaluate major debates among historians]
          • Compare the so-called second environmental movement with the first at the beginning of the 20th century. [Compare and contrast different movements]
      • Standard 4: The struggle for racial and gender equality and the extension of civil liberties
        • Standard 4A<br />The student understands the "Second Reconstruction" and its advancement of civil rights.
          • Explain the origins of the postwar civil rights movement and the role of the NAACP in the legal assault on segregation. [Analyze multiple causation]
          • Evaluate the Warren Court's reasoning in Brown v. Board of Education and its significance in advancing civil rights. [Analyze cause-and-effect relationships]
          • Explain the resistance to civil rights in the South between 1954 and 1965. [Identify issues and problems in the past]
          • Analyze the leadership and ideology of Martin Luther King, Jr. and Malcolm X in the civil rights movement and evaluate their legacies. [Assess the importance of the individual in history]
          • Assess the role of the legislative and executive branches in advancing the civil rights movement and the effect of shifting the focus from de jure to de facto segregation. [Evaluate the implementation of a decision]
          • Evaluate the agendas, strategies, and effectiveness of various African Americans, Asian Americans, Latino Americans, and Native Americans, as well as the disabled, in the quest for civil rights and equal opportunities. [Explain historical continuity and change]
          • Assess the reasons for and effectiveness of the escalation from civil disobedience to more radical protest in the civil rights movement. [Marshal evidence of antecedent circumstances]
        • Standard 4B<br />The student understands the women's movement for civil rights and equal opportunities.
          • Analyze the factors contributing to modern feminism and compare the ideas, agendas, and strategies of feminist and counter-feminist organizations. [Marshal evidence of antecedent circumstances]
          • Identify the major social, economic, and political issues affecting women and explain the conflicts these issues engendered. [Formulate a position or course of action on an issue]
          • Evaluate the conflicting perspectives over the Equal Rights Amendment, Title VII, and Roe v. Wade. [Consider multiple perspectives]
        • Standard 4C<br />The student understands the Warren Court's role in addressing civil liberties and equal rights.
          • Analyze the expansion of due process rights in such cases as Gideon v. Wainwright and Miranda v. Arizona and evaluate criticism of the extension of these rights for the accused. [Interrogate historical data]
          • Explain the Supreme Court's reasoning in establishing the "one man, one vote" principle. [Interrogate historical data]
          • Evaluate the Supreme Court's interpretation of freedom of religion. [Formulate a position or course of action on an issue]
          • Assess the effectiveness of the judiciary as opposed to the legislative and executive branches of government in promoting civil liberties and equal opportunities. [Challenge arguments of historical inevitability]
    • Era 10<br />Contemporary United States (1968 to the present)
      • Standard 1: Recent developments in foreign and domestic politics
        • Standard 1A<br />The student understands domestic politics from Nixon to Carter.
          • Evaluate the effectiveness of the Nixon, Ford, and Carter administrations in addressing social and environmental issues. [Assess the importance of the individual in history]
          • Assess the efforts of the Nixon, Ford, and Carter administrations to combat recession and inflation. [Compare and contrast differing policies]
          • Explain the Nixon administration's involvement in Watergate and examine the role of the media in exposing the scandal. [Formulate historical questions]
          • Analyze the constitutional issues raised by the Watergate affair and evaluate the effects of Watergate on public opinion. [Examine the influence of ideas]
        • Standard 1B<br />The student understands domestic politics in contemporary society.
          • Explain the conservative reaction to liberalism and evaluate supply-side economic strategies of the Reagan and Bush administrations. [Compare and contrast differing sets of ideas]
          • Examine the impact of the "Reagan Revolution" on federalism and public perceptions of the role of government. [Examine the influence of ideas]
          • Analyze constitutional issues in the Iran-Contra affair. [Identify issues and problems in the past]
          • Explain why labor unionism has declined in recent decades. [Interrogate historical data]
          • Evaluate the impact of recurring recessions and the growing national debt on the domestic agendas of recent presidential administrations. [Compare and contrast differing policies]
        • Standard 1C<br />The student understands major foreign policy initiatives.
          • Assess U.S. policies toward arms limitation and explain improved relations with the Soviet Union. [Examine the influence of ideas]
          • Assess Nixon's policy of detente with the USSR and the People's Republic of China. [Analyze multiple causation]
          • Examine the U.S. role in political struggles in the Middle East, Africa, Asia, and Latin America. [Analyze cause-and-effect relationships]
          • Evaluate Reagan's efforts to reassert American military power and rebuild American prestige. [Hypothesize the influence of the past]
          • Explain the reasons for the collapse of communist governments in Eastern Europe and the USSR. [Analyze multiple causation]
          • Evaluate the reformulation of foreign policy in the post-Cold War era. [Analyze cause-and-effect relationships]
      • Standard 2: Economic, social, and cultural developments in contemporary United States
        • Standard 2A<br />The student understands economic patterns since 1968.
          • Explain the sluggishness in the overall rate of economic growth and the relative stagnation of wages since 1973. [Utilize quantitative data]
          • Analyze the economic and social effects of the sharp increase in the labor force participation of women and new immigrants. [Analyze cause-and-effect relationships]
          • Explain the increase in income disparities and evaluate its social and political consequences. [Analyze cause-and-effect relationships]
          • Examine the consequences of the shift of the labor force from manufacturing to service industries. [Evaluate debates among historians]
          • Evaluate how scientific advances and technological changes such as robotics and the computer revolution affect the economy and the nature of work. [Explain historical continuity and change]
          • Assess the effects of international trade, transnational business organization, and overseas competition on the economy. [Utilize quantitative data]
        • Standard 2B<br />The student understands the new immigration and demographic shifts.
          • Analyze the new immigration policies after 1965 and the push-pull factors that prompted a new wave of immigrants. [Analyze cause-and-effect relationships]
          • Identify the major issues that affected immigrants and explain the conflicts these issues engendered. [Identify issues and problems in the past]
          • Explore the continuing population flow from cities to suburbs, the internal migrations from the "Rustbelt" to the "Sunbelt," and the social and political effects of these changes. [Analyze cause-and-effect relationships]
          • Explain changes in the size and composition of the traditional American family and their ramifications. [Explain historical continuity and change]
          • Explain the shifting age structure of the population with the aging of the "baby boomers," and grasp the implications of the "greying of America." [Utilize quantitative data]
        • Standard 2C<br />The student understands changing religious diversity and its impact on American institutions and values.
          • Analyze how the new immigrants have affected religious diversity. [Explain historical continuity and change]
          • Analyze the position of major religious groups on political and social issues. [Analyze cause-and-effect relationships]
          • Explain the growth of the Christian evangelical movement. [Consider multiple perspectives]
          • Analyze how religious organizations use modern telecommunications to promote their faiths. [Interrogate historical data]
        • Standard 2D<br />The student understands contemporary American culture.
          • Evaluate the desegregation of education and assess its role in the creation of private white academies. [Analyze multiple causation]
          • Analyze how social change and renewed ethnic diversity has affected artistic expression and popular culture. [Analyze cause-and-effect relationships]
          • Explain the influence of media on contemporary American culture. [Explain historical continuity and change]
          • Explore the international influence of American culture. [Draw upon visual and musical sources]
          • Explain the reasons for the increased popularity of professional sports and examine the influence of spectator sports on popular culture. [Reconstruct patterns of historical succession and duration]
        • Standard 2E<br />The student understands how a democratic polity debates social issues and mediates between individual or group rights and the common good.
          • Evaluate to what degree affirmative action policies have achieved their goals and assess the current debate over affirmative action. [Consider multiple perspectives]
          • Explore the range of women's organizations, the changing goals of the women's movement, and the issues currently dividing women. [Explain historical continuity and change]
          • Explain the evolution of government support for the assertion of rights by the disabled. [Reconstruct patterns of historical succession and duration]
          • Evaluate the continuing grievances of racial and ethnic minorities and their recurrent reference to the nation's charter documents. [Explain historical continuity and change]
          • Examine the emergence of the Gay Liberation Movement and evaluate the invocation of democratic ideals concerning the civil rights of gay Americans. [Consider multiple perspectives]
          • Evaluate the continuing struggle for e pluribus unum amid debates over national vs. group identity, group rights vs. individual rights, multiculturalism, and bilingual education. [Consider multiple perspectives]
  • World History Standards for Grades 5-12 (Content Standards)
    • Era 1<br />The Beginnings of Human Society
      • Standard 1: The biological and cultural processes that gave rise to the earliest human communities
        • Standard 1A<br />The student understands early hominid development in Africa.
          • Infer from archaeological evidence the characteristics of early African hunter-gatherer communities, including tool kits, shelter, diet, and use of fire. [Interrogate historical data]
          • Describe types of evidence and methods of investigation that anthropologists, archaeologists, and other scholars have used to reconstruct early human evolution and cultural development. [Interrogate historical data]
          • Trace the approximate chronology, sequence, and territorial range of early hominid evolution in Africa from the Australopithecines to Homo erectus. [Establish temporal order in constructing historical narratives]
        • Standard 1B<br />The student understands how human communities populated the major regions of the world and adapted to a variety of environments.
          • Analyze current and past theories regarding the emergence of Homo sapiens sapiens and the processes by which human ancestors migrated from Africa to the other major world regions. [Evaluate major debates among historians]
          • Compare the way of life of hunter-gatherer communities in Africa, the Americas, and western Eurasia and explain how such communities in different parts of the world responded creatively to local environments. [Compare and contrast differing behaviors and institutions]
          • Assess theories regarding the development of human language and its relationship to the development of culture. [Evaluate major debates among historians]
          • Infer from archaeological evidence the characteristics of Cro-Magnon hunter-gatherer communities of western Eurasia including tool kits, shelter, clothing, ritual life, aesthetic values, relations between men and women, and trade among communities. [Analyze cause-and-effect relationships and multiple causation]
          • Analyze possible links between environmental conditions associated with the last Ice Age and changes in the economy, culture, and organization of human communities. [Analyze cause-and-effect relationships and multiple causation]
      • Standard 2: The processes that led to the emergence of agricultural societies around the world
        • Standard 2A<br />The student understands how and why humans established settled communities and experimented with agriculture.
          • Infer from archaeological evidence the technology, social organization, and cultural life of settled farming communities in Southwest Asia. [Draw upon visual sources]
          • Describe types of evidence and methods of investigation by which scholars have reconstructed the early history of domestication and agricultural settlement. [Appreciate historical perspectives]
          • Describe leading theories to explain how and why human groups domesticated wild grains as well as cattle, sheep, goats, and pigs after the last Ice Age. [Evaluate major debates among historians]
          • Identify areas in Southwest Asia and the Nile valley where early farming communities probably appeared and analyze the environmental and technological factors that made possible experiments with farming in these regions. [Incorporate multiple causation]
        • Standard 2B<br />The student understands how agricultural societies developed around the world.
          • Analyze differences between hunter-gatherer and agrarian communities in economy, social organization, and quality of living. [Compare and contrast differing behaviors and institutions]
          • Describe social, cultural, and economic characteristics of large agricultural settlements such as Çatal Hüyuk or Jericho. [Obtain historical data]
          • Analyze how peoples of West Africa, Europe, Southeast Asia, East Asia, and the Americas domesticated food plants and developed agricultural communities in response to local needs and conditions. [Compare and contrast behaviors and institutions]
          • Analyze archaeological evidence from agricultural village sites in Southwest Asia, North Africa, China, or Europe indicating the emergence of social class divisions, occupational specializations, and differences in the daily tasks that men and women performed. [Hold interpretations of history as tentative]
          • Assess archaeological evidence for long-distance trade in Southwest Asia. [Draw upon visual sources]
          • Assess archaeological evidence for the emergence of complex belief systems, including widespread worship of female deities. [Interrogate historical data]
    • Era 2<br />Early Civilizations and the Emergence of Pastoral Peoples, 4000-1000 BCE
      • Standard 1: The major characteristics of civilization and how civilizations emerged in Mesopotamia, Egypt, and the Indus valley
        • Standard 1A<br /> The student understands how Mesopotamia, Egypt, and the Indus valley became centers of dense population, urbanization, and cultural innovation in the fourth and third millennia BCE.
          • Analyze how the natural environments of the Tigris-Euphrates, Nile, and Indus valleys shaped the early development of civilization. [Compare and contrast differing sets of ideas]
          • Compare the character of urban development in Mesopotamia, Egypt, and the Indus valley, including the emergence of social hierarchies and occupational specializations, as well as differences in the tasks that urban women and men performed. [Compare and contrast differing values and institutions]
          • Compare the forms of writing that developed in the three civilizations and how written records shaped political, legal, religious, and cultural life. [Compare and contrast differing sets of ideas, values, and institutions]
          • Compare the development of religious and ethical belief systems in the three civilizations and how they legitimized the political and social order. [Compare and contrast differing sets of ideas]
          • Analyze the character of government and military institutions in Egypt and Mesopotamia and ways in which central authorities commanded the labor services and tax payments of peasant farmers. [Consider multiple perspectives]
          • Describe architectural, artistic, literary, technological, and scientific achievements of these civilizations and relate these achievements to economic and social life. [Analyze cause-and-effect relationships]
        • Standard 1B<br />The student understands how commercial and cultural interactions contributed to change in the Tigris-Euphrates, Indus, and Nile regions.
          • Analyze the importance of trade in Mesopotamian civilization of the fourth and third millennia and describe the networks of commercial exchange that connected various regions of Southwest Asia. [Interrogate historical data]
          • Assess the importance of commercial, cultural, and political connections between Egypt and peoples of Nubia along the upper Nile. [Identify issues and problems in the past]
          • Trace the network of trade routes connecting Egypt, Mesopotamia, and the Indus valley in the third millennium and assess the economic and cultural significance of those commercial connections. [Analyze cause-and-effect relationships]
      • Standard 2: How agrarian societies spread and new states emerged in the third and second millennia BCE
        • Standard 2A<br />The student understands how civilization emerged in northern China in the second millennium BCE.
          • Explain the fundamentals of bronze-making technology and assess the uses and significance of bronze tools, weapons, and luxury goods in the third and second millennia BCE. [Analyze cause-and-effect relationships]
          • Compare the climate and geography of the Huang He (Yellow River) valley with the natural environments of Mesopotamia, Egypt, and the Indus valley. [Clarify information on the geographic setting]
          • Describe royal government under the Shang Dynasty and the development of social hierarchy, religious institutions, and writing. [Appreciate historical perspectives]
          • Infer from archaeological or written evidence the character of early Chinese urban societies and compare these centers with cities of Mesopotamia or the Indus valley. [Formulate historical questions]
          • Assess the part that Chinese peasants played in sustaining the wealth and power of the Shang political centers. [Consider multiple perspectives]
        • Standard 2B<br />The student understands how new centers of agrarian society arose in the third and second millennia BCE.
          • Describe the relationship between the development of plow technology and the emergence of new agrarian societies in Southwest Asia, the Mediterranean basin, and temperate Europe. [Analyze cause-and-effect relationships]
          • Analyze how an urban civilization emerged on Crete and evaluate its cultural achievements. [Marshal evidence of antecedent circumstances]
          • Explain the development of commercial communities in such Mediterranean cities as Byblos and Ugarit and analyze the cultural significance of expanding commercial exchange among peoples of Southwest Asia, Egypt, and the Aegean Sea. [Reconstruct patterns of historical succession and duration]
          • Infer from the evidence of megalithic stone building at Stonehenge and other centers the emergence of complex agrarian societies in temperate Europe. [Draw upon visual sources]
          • Analyze evidence for the growth of agricultural societies in tropical West Africa and Southeast Asia in the second millennium BCE. [Interrogate historical data]
      • Standard 3: The political, social, and cultural consequences of population movements and militarization in Eurasia in the second millennium BCE
        • Standard 3A<br />The student understands how population movements from western and Central Asia affected peoples of India, Southwest Asia, and the Mediterranean region.
          • Define pastoralism as a specialized way of life and explain how the climate and geography of Central Asia were linked to the rise of pastoral societies on the steppes. [Analyze multiple causation]
          • Identify the probable geographic homeland of speakers of early Indo-European languages and trace the spread of Indo-European languages from north of the Black and Caspian seas to other parts of Eurasia. [Reconstruct patterns of historical succession and duration]
          • Explain the concept of kinship as the basis of social organization among pastoral peoples and compare the structure of kinship-based societies with that of agrarian states. [Compare and contrast differing behaviors and institutions]
          • Describe major characteristics of economy, social relations, and political authority among pastoral peoples and analyze why women tended to experience greater social equality with men in pastoral communities than in agrarian societies of Eurasia. [Identify issues and problems in the past]
        • Standard 3B<br />The student understands the social and cultural effects that militarization and the emergence of new kingdoms had on peoples of Southwest Asia and Egypt in the second millennium BCE.
          • Analyze ways in which chariot transport and warfare affected Southwest Asian societies. [Analyze cause-and-effect relationships]
          • Analyze the origins of the Hittite people and their empire in Anatolia and assess Hittite political and cultural achievements. [Marshal evidence of antecedent circumstances]
          • Describe the spread of Egyptian power into Nubia and Southwest Asia under the New Kingdom and assess the factors that made Egyptian expansion possible. [Analyze multiple causation]
          • Explain the religious ideas of Akhenaton (Amenhotep IV) and assess the viewpoint that Atonism was an early form of monotheism. [Interrogate historical data]
        • Standard 3C<br />The student understands how urban society expanded in the Aegean region in the era of Mycenaean dominance.
          • Describe the political and social organization of the Mycenaean Greeks as revealed in the archaeological and written record. [Interrogate historical data]
          • Assess the cultural influences of Egypt, Minoan Crete, and Southwest Asian civilizations on the Mycenaeans. [Analyze cause-and-effect relationships]
          • Analyze the impact of Mycenaean expansion and city-building on commerce and political life in the eastern Mediterranean. [Analyze cause-and-effect relationships]
        • Standard 3D<br />The student understands the development of new cultural patterns in northern India in the second millennium BCE.
          • Infer from geographical and archaeological information why Indo-Aryan-speaking groups moved from Central Asia into India beginning in the second millennium. [Draw upon visual sources]
          • Analyze possible causes of the decline and collapse of Indus valley civilization. [Hypothesize the influence of the past]
          • Assess the early political, social, and cultural impact of Indo-Aryan movements on peoples of North India. [Analyze cause-and-effect relationships]
      • Standard 4: Major trends in Eurasia and Africa from 4000-1000 BCE
        • Standard 4A<br />The student understands major trends in Eurasia and Africa from 4000 to 1000 BCE.
          • Explain the various criteria that have been used to define "civilization" and the fundamental differences between civilizations and other forms of social organization, notably hunter-gatherer bands, Neolithic agricultural societies, and pastoral nomadic societies. [Consider multiple perspectives]
          • Identify areas of Eurasia and Africa where cities and dense farming populations appeared between 4000 and 1000 BCE and analyze connections between the spread of agriculture and the acceleration of world population growth. [Analyze cause-and-effect relationships]
          • Compare conditions under which civilizations developed in Southwest Asia, the Nile valley, India, China, and the Eastern Mediterranean and analyze ways in which the emergence of civilizations represented a decisive transformation in human history. [Draw comparisons across eras and regions]
          • Explain why geographic, environmental and economic conditions favored hunter-gatherer, pastoral, and small-scale agricultural ways of life rather than urban civilization in many parts of the world. [Utilize mathematical and quantitative data]
          • Describe fundamental inventions, discoveries, techniques, and institutions that appeared during this period and assess the significance of bronze technology for economic, cultural, and political life. [Interrogate historical data]
          • Analyze connections between the cultural achievements of early civilizations and the development of state authority, aristocratic power, taxation systems, and institutions of coerced labor, including slavery. [Analyze cause-and-effect relationships]
          • Describe how new ideas, products, techniques, and institutions spread from one region to another and analyze conditions under which peoples assimilated or rejected new things or adapted them to prevailing cultural traditions. [Analyze the importance of ideas]
          • Define "patriarchal society" and analyze ways in which the legal and customary position of aristocratic, urban, or peasant women may have changed in early civilizations. [Employ quantitative analyses]
          • Analyze the role of pastoral peoples in the history of Eurasia and Africa up to 1000 BCE and explain why relations between herding and agrarian societies tended to involve both conflict and mutual dependence. [Draw comparisons across eras and regions]
    • Era 3<br />Classical Traditions, Major Religions, and Giant Empires, 1000 BCE-300 CE
      • Standard 1: Innovation and change from 1000-600 BCE horses, ships, iron, and monotheistic faith
        • Standard 1A<br />The student understands state-building, trade, and migrations that led to increasingly complex interrelations among peoples of the Mediterranean basin and Southwest Asia.
          • Explain the fundamentals of iron-making technology and analyze the early significance of iron tools and weapons in Southwest Asia and the Mediterranean region. [Analyze cause-and-effect relationships]
          • Describe the extent of the Assyrian and New Babylonian empires and assess the sources of their power and wealth. [Obtain historical data]
          • Explain the patterns of Phoenician trade, political organization, and culture in the Mediterranean basin. [Reconstruct patterns of historical succession and duration]
          • Describe the emergence of Greek city-states in the Aegean region and the political, social, and legal character of the polis. [Marshal evidence of antecedent circumstances]
          • Analyze the factors that led Greeks to found colonies in the Mediterranean and Black Sea regions. [Analyze multiple causation]
          • Analyze the social and cultural effects of the spread of alphabetic writing in Southwest Asia and the Mediterranean basin. [Analyze cause-and-effect relationships]
        • Standard 1B<br />The student understands the emergence of Judaism and the historical significance of the Hebrew kingdoms.
          • Explain the fundamental teachings and practices of Judaism and compare Jewish monotheism with polytheistic religions of Southwest Asia. [Compare and contrast differing sets of ideas]
          • Explain the development of the Jewish kingdoms and analyze how the Jews maintained religious and cultural traditions despite the destruction of these kingdoms. [Reconstruct patterns of historical succession and duration]
          • Assess the significance of the Babylonian captivity for the survival of Judaism. [Appreciate historical perspectives]
          • Analyze the significance of the Jewish diaspora for the transmission of Judaism in the Mediterranean region and Southwest Asia. [Analyze cause-and-effect relationships]
        • Standard 1C<br />The student understands how states developed in the upper Nile valley and Red Sea region and how iron technology contributed to the expansion of agricultural societies in Sub-Saharan Africa.
          • Assess the importance of political, commercial, and cultural relations between Egypt and Nubia/Kush. [Analyze multiple causation]
          • Analyze the effects of Nile valley trade and the decline of the New Kingdom as factors in the power of Kush in the first millennium BCE. [Analyze cause-and-effect relationships]
          • Evaluate the linguistic, architectural, and artistic achievements of Kush in the Meroitic period. [Interrogate historical data]
          • Analyze how Kushite and Assyrian invasions affected Egyptian society. [Evidence multiple perspectives]
          • Explain connections between maritime trade and the power of the kingdom of Aksum in Northeast Africa. [Analyze cause-and-effect relationships]
          • Describe the emergence of states south of the Sahara desert and appraise theories of how iron-working technology spread in West and East Africa. [Evaluate major debates among historians]
        • Standard 1D<br />The student understands how pastoral nomadic peoples of Central Asia began to play an important role in world history.
          • Explain the relationship between the mastery of horse riding on the steppes and the development of pastoral nomadism and cavalry warfare. [Analyze cause-and-effect relationships]
          • Analyze how the warrior states of the Scythians and the Xiongnu arose among pastoral nomadic peoples of Central Asia. [Analyze multiple causation]
          • Infer from archaeological or other evidence basic characteristics of Scythian or Xiongnu society and culture. [Formulate historical questions]
          • Analyze why relations between pastoral nomadic peoples of Central Asia and major agrarian states of Eurasia involved both conflict and economic interdependence. [Analyze cause-and-effect relationships]
      • Standard 2: The emergence of Aegean civilization and how interrelations developed among peoples of the eastern Mediterranean and Southwest Asia, 600-200 BCE
        • Standard 2A<br />The student understands the achievements and limitations of the democratic institutions that developed in Athens and other Aegean city-states.
          • Compare Athenian democracy with the military aristocracy of Sparta. [Compare and contrast differing sets of ideas, values, and institutions]
          • Explain hierarchical relationships within Greek society and analyze the civic, economic, and social tasks that men and women of different classes performed. [Appreciate historical perspectives]
          • Describe the changing political institutions of Athens in the 6th and 5th centuries BCE and analyze the influence of political thought on public life. [Reconstruct patterns of historical succession and duration]
          • Assess the importance of Greek ideas about democracy and citizenship for the development of Western political thought and institutions. [Hypothesize the influence of the past]
        • Standard 2B<br />The student understands the major cultural achievements of Greek civilization.
          • Identify the major characteristics of Hellenic architecture and sculpture and assess the ways in which architecture, sculpture, and painting expressed or influenced social values and attitudes. [Draw upon visual sources]
          • Identify major Greek myths and dramas and assess how they reflected social values and attitudes. [Formulate historical questions]
          • Explain the leading ideas of Socrates, Plato, Aristotle, Herodotus, and other philosophers and historians. [Appreciate historical perspective]
        • Standard 2C<br />The student understands the development of the Persian (Achaemenid) empire and the consequences of its conflicts with the Greeks.
          • Explain the founding, expansion, and political organization of the Persian empire. [Reconstruct patterns of historical succession and duration]
          • Analyze the major events of the wars between Persia and the Greek city-states and the reasons why the Persians failed to conquer the Aegean region. [Analyze multiple causation]
          • Describe the basic teachings of Zoroastrianism. [Interrogate historical data]
        • Standard 2D<br />The student understands Alexander of Macedon's conquests and the interregional character of Hellenistic society and culture.
          • Analyze the rise of Macedonia under Philip II and explain the campaigns and scope and success of Alexander's imperial conquests. [Reconstruct patterns of historical succession and duration]
          • Assess Alexander's achievements as a military and political leader and analyze why the empire broke up into successor kingdoms. [Analyze cause-and-effect relationships]
          • Evaluate major achievements of Hellenistic art, philosophy, science, and political thought. [Appreciate historical perspectives]
          • Assess the character of Greek impact on Southwest Asia and Egypt in the 4th and 3rd centuries and the influence of Greek, Egyptian, Persian, and Indian cultural traditions on one another. [Analyze cause-and-effect relationships]
          • Analyze the significance of the interaction of Greek and Jewish traditions for the emergence of both Rabbinic Judaism and early Christianity. [Reconstruct patterns of historical succession and duration]
      • Standard 3: How major religions and large-scale empires arose in the Mediterranean basin, China, and India, 500 BCE-300 CE
        • Standard 3A<br />The student understands the causes and consequences of the unification of the Mediterranean basin under Roman rule.
          • Assess the contributions of the Etruscans and the western Greek colonies to the development of Roman society and culture. [Analyze multiple causation]
          • Describe the political and social institutions of the Roman Republic and analyze why Rome was transformed from republic to empire. [Analyze cause-and-effect relationships]
          • Describe the major phases in the expansion of the empire through the 1st century CE. [Reconstruct patterns of historical succession and duration]
          • Assess ways in which imperial rule over a vast area transformed Roman society, economy, and culture. [Analyze cause-and-effect relationships]
          • Analyze how Roman unity contributed to the growth of trade among the lands of the Mediterranean basin and assess the importance of Roman commercial connections by land or sea with Sub-Saharan Africa, India, and East Asia. [Interrogate historical data]
          • Evaluate the major legal, artistic, architectural, technological, and literary achievements of the Romans and the influence of Hellenistic cultural traditions on Roman Europe. [Appreciate historical perspectives]
        • Standard 3B<br />The student understands the emergence of Christianity in the context of the Roman Empire.
          • Describe the lives of Jesus and Paul and explain the fundamental teachings of Christianity. [Appreciate historical perspectives]
          • Analyze how Christianity spread widely in the Roman Empire. [Analyze multiple causation]
          • Trace the extent and consequences of Christian expansion in Asia, Africa, and Europe to the 4th century. [Reconstruct patterns of historical succession and duration]
        • Standard 3C<br />The student understands how China became unified under the early imperial dynasties.
          • Assess the significance of the Zhou dynasty for the development of imperial rule and the concept of the Mandate of Heaven. [Analyze cause-and-effect relationships]
          • Assess the policies and achievements of the Qin emperor Shi Huangdi in establishing a unified imperial realm. [Evaluate the implementation of a decision]
          • Analyze the political and ideological contributions of the Han to the development of the imperial bureaucratic state and the expansion of the empire. [Analyze cause-and-effect relationships]
          • Evaluate the literary, artistic, and technological achievements of the Han dynasty. [Appreciate historical perspectives]
          • Analyze the importance of iron technology and family division of labor on the expansion of agriculture and the southeastward migration of Chinese farmers. [Analyze multiple causation]
          • Analyze the commercial and cultural significance of the trans-Eurasian "silk roads" in the period of the Han and Roman empires. [Interrogate historical data]
          • Describe the life of Confucius and explain comparatively the fundamental teachings of Confucianism and Daoism. [Compare and contrast differing sets of ideas]
        • Standard 3D<br />The student understands religious and cultural developments in India in the era of the Gangetic states and the Mauryan Empire.
          • Explain the major beliefs and practices of Brahmanism in India and how they evolved into early Hinduism. [Appreciate historical perspectives]
          • Describe the life and teachings of the Buddha and explain ways in which those teachings were a response to the Brahmanic system. [Analyze cause-and-effect relationships]
          • Explain the growth of the Mauryan Empire in the context of rivalries among Indian states. [Consider multiple perspectives]
          • Evaluate the achievements of the emperor Ashoka and assess his contribution to the expansion of Buddhism in India. [Evaluate the implementation of a decision]
          • Analyze how Brahmanism responded to the social, political, and theological challenges posed by Buddhism and other reform movements. [Analyze cause-and-effect relationships]
          • Analyze how Buddhism spread in India, Ceylon, and Central Asia. [Analyze multiple causation]
      • Standard 4: The development of early agrarian civilizations in Mesoamerica
        • Standard 4A<br />The student understands the achievements of Olmec civilization.
          • Analyze the relationship between maize cultivation and the development of complex societies in Mesoamerica. [Analyze cause-and-effect relationships]
          • Interpret archaeological evidence for the development of Olmec civilization in the second and first millennia BCE. [Formulate historical questions]
          • Evaluate major Olmec contributions to Mesoamerican civilization, including the calendar, glyphic writing, sculpture, and monumental building. [Appreciate historical perspectives]
          • Assess Olmec cultural influence on the emergence of civilization in the Oaxaca valley and other regions. [Analyze multiple causation]
      • Standard 5: Major global trends from 1000 BCE-300 CE
        • Standard 5A<br />The student understands major global trends from 1000 BCE to 300 CE.
          • Define the concept of "classical civilizations" and assess the enduring importance of ideas, institutions, and art forms that emerged in the classical periods. [Analyze the importance of ideas]
          • Analyze the significance of military power, state bureaucracy, legal codes, belief systems, written languages, and communications and trade networks in the development of large regional empires. [Interrogate historical data]
          • Compare institutions of slavery or other forms of coerced labor in the Han empire, the Maurya empire, the Greek city-states, and the Roman empire. [Draw comparisons across eras and regions]
          • Analyze how new religious or ethical systems contributed to cultural integration of large regions of Afro-Eurasia. [Analyze cause-and-effect relationships]
          • Explain the significance of Greek or Hellenistic ideas and cultural styles in the history of the Mediterranean basin, Europe, Southwest Asia, and India. [Analyze the importance of ideas]
          • Analyze ways in which trade networks, merchant communities, state power, tributary systems of production, and other factors contributed to the economic integration of large regions of Afro-Eurasia. [Employ quantitative analysis]
          • Explain the fundamentals of iron metallurgy and assess the economic, cultural, and political significance of iron technology in Eurasia and Africa. [Employ quantitative analysis]
          • Identify patterns of social and cultural continuity in various societies and analyze ways in which peoples maintained traditions and resisted external challenges in the context of increasing interregional contacts. [Draw comparisons across eras and regions]
    • Era 4<br />Expanding Zones of Exchange and Encounter, 300-1000 CE
      • Standard 1: Imperial crises and their aftermath, 300-700 CE
        • Standard 1A<br />The student understands the decline of the Roman and Han empires.
          • Analyze various causes that historians have proposed to account for the decline of the Han and Roman empires. [Evaluate major debates among historians]
          • Trace the migrations and military movements of major pastoral nomadic groups into both the Roman Empire and China. [Reconstruct patterns of historical succession and duration]
          • Compare the consequences of these movements in China and the western part of the Roman Empire. [Analyze cause-and-effect relationships]
          • Analyze comparatively the collapse of the western part of the classical Roman Empire and the survival of the eastern part. [Compare and contrast differing sets of ideas]
          • Describe the consolidation of the Byzantine state after the breakup of the Roman Empire and assess how Byzantium transmitted ancient traditions and created a new Christian civilization. [Reconstruct patterns of historical succession and duration]
        • Standard 1B<br />The student understands the expansion of Christianity and Buddhism beyond the lands of their origin.
          • Assess how Christianity and Buddhism won converts among culturally diverse peoples across wide areas of Afro-Eurasia. [Demonstrate and explain the influence of ideas]
          • Analyze the spread of Christianity and Buddhism in the context of change and crisis in the Roman and Han empires. [Analyze cause-and-effect relationships]
          • Analyze the importance of monasticism in the growth of Christianity and Buddhism and the participation of both men and women in monastic life and missionary activity. [Compare and contrast differing values, behaviors, and institutions]
        • Standard 1C<br />The student understands the synthesis of Hindu civilization in India in the era of the Gupta Empire.
          • Describe fundamental features of the Hindu belief system as they emerged in the early first millennium CE. [Appreciate historical perspectives]
          • Explain the rise of the Gupta Empire and analyze factors that contributed to the empire's stability and economic prosperity. [Analyze multiple causation]
          • Analyze how Hinduism responded to the challenges of Buddhism and prevailed as the dominant faith in India. [Reconstruct patterns of historical succession and duration]
          • Analyze the basis of social relationships in India and compare the social and legal position of women and men during the Gupta era. [Interrogate historical data]
          • Evaluate Gupta achievements in art, literature, and mathematics. [Appreciate historical perspective]
          • Analyze the Gupta decline and the importance of Hun invasions in the empire's disintegration. [Analyze multiple causation]
        • Standard 1D<br />The student understands the expansion of Hindu and Buddhist traditions in Southeast Asia in the first millennium CE.
          • Assess the relationship between long-distance trade of Indian and Malay peoples and the introduction of Hindu and Buddhist traditions in Southeast Asia. [Analyze cause-and-effect relationships]
          • Explain the impact of Indian civilization on state-building in mainland Southeast Asia and the Indonesian archipelago. [Analyze cause-and-effect relationships]
          • Evaluate monumental religious architecture exemplifying the spread of Buddhist and Hindu belief and practice in Southeast Asia. [Draw upon visual sources]
          • Explain how aspects of Buddhism and Hinduism were combined in Southeast Asian religious life. [Interrogate historical data]
      • Standard 2: Causes and consequences of the rise of Islamic civilization in the 7th-10th centuries
        • Standard 2A<br />The student understands the emergence of Islam and how it spread in Southwest Asia, North Africa, and Europe.
          • Analyze the political, social, and religious problems confronting the Byzantine and Sassanid Persian empires in the 7th century and the commercial role of Arabia in the Southwest Asian economy. [Analyze multiple causation]
          • Describe the life of Muhammad, the development of the early Muslim community, and the basic teachings and practices of Islam. [Assess the importance of the individual]
          • Explain how Muslim forces overthrew the Byzantines in Syria and Egypt and the Sassanids in Persia and Iraq. [Interrogate historical data]
          • Analyze how Islam spread in Southwest Asia and the Mediterranean region. [Analyze the influence of ideas]
          • Analyze how the Arab Caliphate became transformed into a Southwest Asian and Mediterranean empire under the Umayyad dynasty and explain how the Muslim community became divided into Sunnis and Shi'ites. [Reconstruct patterns of historical succession and duration]
          • Analyze Arab Muslim success in founding an empire stretching from western Europe to India and China and describe the diverse religious, cultural, and geographic factors that influenced the ability of the Muslim government to rule. [Analyze cause-and-effect relationships]
        • Standard 2B<br />The student understands the significance of the Abbasid Caliphate as a center of cultural innovation and hub of interregional trade in the 8th-10th centuries.
          • Compare Abbasid government and military institutions with those of Sassanid Persia and Byzantium. [Compare and contrast differing values and institutions]
          • Describe sources of Abbasid wealth, including taxation, and analyze the economic and political importance of domestic, military, and gang slavery. [Employ quantitative data]
          • Analyze why the Abbasid state became a center of Afro-Eurasian commercial and cultural exchange. [Analyze cause-and-effect relationships]
          • Analyze the sources and development of Islamic law and the influence of law and religious practice on such areas as family life, moral behavior, marriage, inheritance, and slavery. [Examine the influence of ideas]
          • Describe the emergence of a center of Islamic civilization in Iberia and evaluate its economic and cultural achievements. [Appreciate historical perspectives]
          • Describe the cultural and social contributions of various ethnic and religious communities, particularly the Christian and Jewish, in the Abbasid lands and Iberia. [Appreciate historical perspectives]
          • Evaluate Abbasid contributions to mathematics, science, medicine, literature, and the preservation of Greek learning. [Interrogate historical data]
          • Assess how Islam won converts among culturally diverse peoples across wide areas of Afro-Eurasia. [Analyze cause-and-effect relationships]
        • Standard 2C<br />The student understands the consolidation of the Byzantine state in the context of expanding Islamic civilization.
          • Explain how the Byzantine state withstood Arab Muslim attacks between the 7th and 10th centuries. [Analyze cause-and-effect relationships]
          • Compare Byzantium's imperial political system with that of the Abbasid state. [Compare and contrast differing values and institutions]
          • Evaluate the Byzantine role in preserving and transmitting ancient Greek learning. [Reconstruct patterns of historical succession and duration]
          • Analyze the expansion of Greek Orthodox Christianity into the Balkans and Kievan Russia between the 9th and 11th centuries. [Analyze multiple causation]
      • Standard 3: Major developments in East Asia and Southeast Asia in the era of the Tang dynasty, 600-900 CE
        • Standard 3A<br />The student understands China's sustained political and cultural expansion in the Tang period.
          • Explain how relations between China and pastoral peoples of Inner Asia in the Tang period reflect long-term patterns of interaction along China's grassland frontier. [Explain historical continuity and change]
          • Describe political centralization and economic reforms that marked China's reunification under the Sui and Tang dynasties. [Analyze cause-and-effect relationships]
          • Describe Tang imperial conquests in Southeast and Central Asia. [Reconstruct patterns of historical succession and duration]
          • Describe the cosmopolitan diversity of peoples and religions in Chinese cities of the early- and mid-Tang period. [Appreciate historical perspectives]
          • Assess explanations for the spread and power of Buddhism in Tang China, Korea, and Japan. [Analyze cause-and-effect relationships]
          • Evaluate creative achievements in painting and poetry in relation to the values of Tang society. [Appreciate historical perspectives]
        • Standard 3B<br />The student understands developments in Japan, Korea, and Southeast Asia in an era of Chinese ascendancy.
          • Explain how Korea assimilated Chinese ideas and institutions yet preserved its political independence. [Compare and contrast different sets of ideas]
          • Describe the indigenous development of Japanese society up to the 7th century. [Interrogate historical data]
          • Assess the patterns of borrowing and adaptation of Chinese culture in Japanese society from the 7th to the 11th century. [Analyze the influence of ideas]
          • Describe the establishment of the imperial state in Japan and assess the role of the emperor in government. [Reconstruct patterns of historical succession and duration]
          • Assess the political, social, and cultural contributions of aristocratic women of the Japanese imperial court. [Appreciate historical perspectives]
          • Describe the indigenous development of Japanese society up to the 7th century CE. [Reconstruct patterns of historical succession and duration]
          • Explain China's colonization of Vietnam and analyze the effects of Chinese rule on Vietnamese society, including resistance to Chinese domination. [Evaluate alternative courses of action]
          • Explain the commercial importance of the Straits of Melaka and the significance of the empire of Srivijaya for maritime trade between China and the Indian Ocean. [Draw upon data in historical maps]
      • Standard 4: The search for political, social, and cultural redefinition in Europe, 500-1000 CE
        • Standard 4A<br />The student understands the foundations of a new civilization in Western Christendom in the 500 years following the breakup of the western Roman Empire.
          • Assess the importance of monasteries, convents, the Latin Church, and missionaries from Britain and Ireland in the Christianizing of western and central Europe. [Analyze cause-and-effect relationships]
          • Explain the development of the Merovingian and Carolingian states and assess their success at maintaining public order and local defense in western Europe. [Reconstruct patterns of historical succession and duration]
          • Analyze how the preservation of Greco-Roman and early Christian learning in monasteries and convents and in Charlemagne's royal court contributed to the emergence of European civilization. [Reconstruct patterns of historical succession and duration]
          • Analyze the growth of papal power and the changing political relations between the popes and the secular rulers of Europe. [Identify issues and problems of the past]
          • Compare the successes of the Latin and Greek churches in introducing Christianity and Christian culture to eastern Europe. [Compare and contrast differing sets of ideas]
        • Standard 4B<br />The student understands the coalescence of political and social order in Europe
          • Assess the impact of Norse (Viking) and Magyar migrations and invasions, as well as internal conflicts, on the emergence of independent lords and the knightly class. [Analyze cause-and-effect relationships]
          • Assess changes in the legal, social, and economic status of peasants in the 9th and 10th centuries. [Interrogate historical data]
          • Analyze the importance of monasteries and convents as centers of political power, economic productivity, and communal life. [Examine the influence of ideas]
          • Explain how royal officials such as counts and dukes transformed delegated powers into hereditary, autonomous power over land and people in the 9th and 10th centuries. [Reconstruct patterns of historical succession and duration]
      • Standard 5: The development of agricultural societies and new states in tropical Africa and Oceania
        • Standard 5A<br />The student understands state-building in Northeast and West Africa and the southward migrations of Bantu-speaking peoples.
          • Explain how the contrasting natural environments of West Africa defined agricultural production, and analyze the importance of the Niger River in promoting agriculture, commerce, and state-building. [Analyze cause-and-effect relationships]
          • Explain how Ghana became West Africa's first large-scale empire. [Interrogate historical data]
          • Assess the importance of labor specialization, regional commerce, trans-Saharan camel trade, and Islam in the development of states and cities in West Africa. [Analyze multiple causation]
          • Infer from archaeological evidence the importance of Jenné-jeno or Kumbi-Saleh as early West African commercial cities. [Interrogate historical data]
          • Analyze causes and consequences of the settling of East, Central, and Southern Africa by Bantu-speaking farmers and cattle herders up to 1000 CE. [Analyze cause-and-effect relationships]
        • Standard 5B<br />The student understands the peopling of Oceania and the establishment of agricultural societies and states.
          • Analyze various theories drawing on linguistic, biological, and cultural evidence to explain when and how humans migrated to the Pacific Islands and New Zealand. [Evaluate major debates among historians]
          • Describe the routes by which migrants settled the Pacific Islands and New Zealand and the navigational techniques they used on long-distance voyages. [Draw upon data in historical maps]
          • Describe the plants and animals that early migrants carried with them and analyze how agricultural societies were established on the Pacific Islands and New Zealand. [Clarify information on the geographic setting]
          • Analyze how complex social structures, religions, and states developed in Oceania. [Analyze multiple causation]
      • Standard 6: The rise of centers of civilization in Mesoamerica and Andean South America in the first millennium CE
        • Standard 6A<br />The student understands the origins, expansion, and achievements of Maya civilization.
          • Describe the natural environment of southern Mesoamerica and its relationship to the development of Maya urban society. [Analyze cause-and-effect relationships]
          • Analyze the Maya system of agricultural production and trade and its relationship to the rise of city-states. [Analyze cause-and-effect relationships]
          • Interpret the Maya cosmic world view as evidenced in art and architecture and evaluate Maya achievements in astronomy, mathematics, and the development of a calendar. [Appreciate historical perspectives]
          • Analyze how monumental architecture and other evidence portrays the lives of elite men and women. [Draw upon visual sources]
          • Assess interpretations of how and why Maya civilization declined. [Evaluate major debates among historians]
        • Standard 6B<br />The student understands the rise of the Teotihuacán, Zapotec/Mixtec, and Moche civilizations.
          • Analyze the character of the Zapotec state in the valley of Oaxaca as reflected in the art and architecture of Monte Albán. [Draw upon visual sources]
          • Explain the growth of the urban society centered on Teotihuacán and the importance of this city as a transmitter of Mesoamerican cultural traditions to later societies. [Examine the influence of ideas]
          • Analyze how the diverse natural environment of the Andes region shaped systems of agriculture and animal herding. [Analyze cause-and-effect relationships]
          • Describe how archaeological discoveries have led to greater understanding of the character of Moche society. [Hold interpretations of history as tentative]
      • Standard 7: Major global trends from 300-1000 CE
        • Standard 7A<br />The student understands major global trends from 300 to 1000 CE.
          • Analyze factors contributing to the weakening of empires or civilized traditions in world history up to 1000 CE and compare causes of the decline or collapse of various empires. [Draw comparisons across eras and regions]
          • Trace the migratory and military movements of pastoral nomadic peoples from Central Asia and the Arabian Peninsula between the 4th and 11th centuries and analyze the consequences of these movements for empires and agrarian civilizations of Eurasia and Africa. [Interrogate historical data]
          • Trace major changes in the religious map of Eurasia and Africa between 300 and 1000 and account for the success of Christianity, Buddhism, Hinduism, and Islam in making converts among peoples of differing ethnic and cultural traditions. [Analyze the influence of ideas]
          • Describe maritime and overland trade routes linking regions of Afro-Eurasia and analyze the importance of international trade for African and Eurasian societies. [Draw evidence from historical maps]
          • Explain the importance of Muslims and Muslim civilization in mediating long-distance commercial, cultural, intellectual, and food crop exchange across Eurasia and parts of Africa. [Analyze the influence of ideas]
          • Trace migrations of farming peoples to new regions of Europe, Sub-Saharan Africa, China, Oceania, and Mesoamerica and analyze connections between new settlement and the development of towns, trade, and greater cultural complexity in these regions. [Analyze cause-and-effect relationships]
    • Era 5<br />Intensified Hemispheric Interactions 1000-1500 CE
      • Standard 1: The maturing of an interregional system of communication, trade, and cultural exchange in an era of Chinese economic power and Islamic expansion
        • Standard 1A<br />The student understands China's extensive urbanization and commercial expansion between the 10th and 13th centuries.
          • Explain the major dynastic transitions in China and how Confucianism changed. [Analyze cause-and-effect relationships]
          • Analyze how improved agricultural production, population growth, urbanization, and commercialization were interconnected. [Analyze multiple causation]
          • Identify major technological and scientific innovations and analyze their effects on Chinese life. [Examine the influence of ideas]
          • Analyze the expansion of China's external trade with peoples of Southeast Asia and the lands rimming the Indian Ocean. [Analyze cause-and-effect relationships]
          • Analyze the growth of an economically powerful merchant class in China. [Formulate historical questions]
          • Assess the importance of women of gentry families in preserving and transmitting Chinese cultural values. [Interrogate historical data]
        • Standard 1B<br />The student understands developments in Japanese and Southeast Asian civilization.
          • Describe Japanese government in the Kamakura and early Ashikaga periods and assess the applicability of the concept of feudalism to Japan. [Interrogate historical data]
          • Analyze the rise of the warrior class and how changes in inheritance laws and patterns of land ownership affected peasants and both upper-class and commoner women in the context of feudal society. [Reconstruct patterns of historical succession and duration]
          • Explain the development of distinctive forms of Japanese Buddhism. [Examine the influence of ideas]
          • Evaluate the arts and aesthetic values in warrior culture. [Appreciate historical perspectives]
          • Explain the sources of wealth of the Southeast Asian states of Vietnam (Dai Viet), Champa, and Angkor (Cambodia) and analyze the role of Islam and Buddhism in the decline of classical states. [Compare and contrast differing institutions]
          • Explain the struggle for Vietnamese independence from China and the subsequent reconstruction of Vietnamese society and government. [Marshal evidence of antecedent circumstances]
        • Standard 1C<br />The student understands how pastoral migrations and religious reform movements between the 11th and 13th centuries contributed to the rise of new states and the expansion of Islam.
          • Analyze how the migrations of Turkic peoples from Turkestan into Southwest Asia and India in the 11th and 12th centuries contributed to Islamic expansion and the retreat of Byzantium and Greek Christian civilization. [Analyze cause-and-effect relationships]
          • Assess the growth of North African Islamic reform movements and the success of the Almoravids and Almohads in creating empires spanning Iberia and North Africa. [Examine the influence of ideas]
          • Evaluate scientific, artistic, and literary achievements of Islamic civilization. [Appreciate historical perspectives]
          • Assess Sufism as an important dimension of Islamic faith and practice and how it enriched Muslim life and contributed to Islamic expansion. [Examine the influence of ideas]
        • Standard 1D<br />The student understands how interregional communication and trade led to intensified cultural exchanges among diverse peoples of Eurasia and Africa.
          • Identify the maritime routes extending from East Asia to northern Europe and assess the importance of trade across the Indian Ocean for societies of Asia, East Africa, and Europe. [Draw upon data in historical maps]
          • Explain how camel caravan transport facilitated long-distance trade across Central Asia and the Sahara Desert. [Interrogate historical data]
          • Compare the importance of such cities as Canton (Kuang-Chou), Melaka, Calicut, Samarkand, Kilwa, Cairo, Constantinople, and Venice as centers of international trade and cosmopolitan culture. [Clarify information on the geographical setting]
          • Explain connections between trade and the spread of Islam in Central Asia, East Africa, West Africa, the coasts of India, and Southeast Asia. [Analyze cause-and-effect relationships]
      • Standard 2: The redefining of European society and culture, 1000-1300 CE
        • Standard 2A<br />The student understands feudalism and the growth of centralized monarchies and city-states in Europe.
          • Describe feudal lordship and explain how feudal relationships provided a foundation of political order in parts of Europe. [Interrogate historical data]
          • Describe manorialism and serfdom as institutions of medieval Europe and analyze how population growth and agricultural expansion affected the legal position and working lives of peasant men and women. [Appreciate historical perspective]
          • Analyze how European monarchies expanded their power at the expense of feudal lords and assess the growth and limitations of representative institutions in these monarchies. [Analyze cause-and-effect relationships]
          • Analyze the significance of developments in medieval English legal and constitutional practice and their importance for modern democratic thought and institutions. [Identify relevant historical antecedents]
          • Explain the changing political relationship between the Catholic Church and secular states. [Analyze cause-and-effect relationships]
          • Explain the importance of inheritance laws, arranged marriages, dowries, and family alliances for dynastic and aristocratic politics. [Formulate historical questions]
          • Analyze how prosperous city-states arose in Italy and northern Europe and compare the political institutions of city-states with those of centralizing monarchies. [Compare and contrast differing institutions]
        • Standard 2B<br />The student understands the expansion of Christian Europe after 1000.
          • Analyze connections between population growth and increased agricultural production and technological innovation. [Analyze cause-and-effect relationships]
          • Explain urban growth in the Mediterranean region and northern Europe and analyze causes for the expansion of manufacturing, interregional trade, and a money economy in Europe. [Analyze cause-and-effect relationships]
          • Analyze the success of Christian states in overthrowing Muslim powers of central and southern Iberia. [Interrogate historical data]
          • Analyze the causes and consequences of the European Crusades against Syria and Palestine. [Analyze cause-and-effect relationships]
          • Assess the consequences of German military and cultural encounters with the peoples of Poland and the Baltic region. [Analyze cause-and-effect relationships]
        • Standard 2C<br />The student understands the patterns of social change and cultural achievement in Europe's emerging civilizations.
          • Analyze ways in which ideals of chivalry and courtly love affected feudal society. [Analyze cause-and-effect relationships]
          • Describe the life of Jewish communities and their contributions to Europe's cultural and economic development. [Examine the influence of ideas]
          • Analyze how the rise of schools and universities in Italy, France, and England contributed to literacy, learning, and scientific advancement. [Analyze cause-and-effect relationships]
          • Evaluate major works of art, architecture, and literature and analyze how they shed light on values and attitudes in Christian society. [Draw upon visual sources]
          • Assess the importance of the Islamic states of Iberia and Sicily as well as the Byzantine empire in transmitting scientific and philosophical knowledge to and influencing the literature and arts of Western and Central Europe. [Analyze the importance of ideas]
          • Assess the importance of Orthodox and Latin Christianity in the cultural and social life of Eastern Europe and Russia. [Examine the importance of ideas]
      • Standard 3: The rise of the Mongol empire and its consequences for Eurasian peoples, 1200-1350
        • Standard 3A<br />The student understands the world-historical significance of the Mongol empire.
          • Assess the career of Chinggis Khan as a conqueror and military innovator in the context of Mongol society. [Assess the importance of the individual]
          • Describe the Mongol conquests of 1206-1279 and assess their effects on peoples of China, Southeast Asia, Russia, and Southwest Asia. [Analyze cause-and-effect relationships]
          • Describe the founding and political character of Mongol rule in China, Central Asia, Southwest Asia, and Russia and explain why the unified empire divided into four major successor kingdoms. [Reconstruct patterns of historical succession and duration]
          • Assess the usefulness and limitations of the concept of the "Pax Mongolica" and analyze how long-distance communication and trade led to cultural and technological diffusion across Eurasia. [Interrogate historical data]
        • Standard 3B<br />The student understands the significance of Mongol rule in China, Korea, Russia, and Southwest Asia.
          • Analyze how Mongol rule affected economy, society, and culture in China and Korea. [Analyze cause-and-effect relationships]
          • Explain how Southeast Asians and Japanese successfully resisted incorporation into the Mongol empire. [Analyze cause-and-effect relationships]
          • Explain the growth of the kingdom of the Golden Horde (Khanate of Kipchak) and its impact on the peoples of Russia, Ukraine, Poland, and Hungary. [Interrogate historical data]
          • Explain how the Golden Horde and the Khanate of Persia-Iraq became Islamicized. [Formulate a position or course of action on an issue]
          • Describe major characteristics of the Mamluk and Delhi sultanates and explain the Mongol failure to conquer Egypt and India. [Identify issues and problems in the past]
      • Standard 4: The growth of states, towns, and trade in Sub-Saharan Africa between the 11th and 15th centuries
        • Standard 4A<br />The student understands the growth of imperial states in West Africa and Ethiopia.
          • Analyze the importance of agriculture, gold production, and the trans-Saharan caravan trade in the growth of the Mali and Songhay empires. [Analyze cause-and-effect relationships]
          • Explain how Islam expanded in West Africa and assess its importance in the political and cultural life of Mali and Songhay. [Examine the influence of ideas]
          • Infer from bronze sculpture or other evidence the characteristics of the West African forest states of Ile-Ife and Benin. [Draw upon visual sources]
          • Explain the expansion of the Christian Ethiopian kingdom and its search for wider connections in the Christian world. [Interrogate historical data]
        • Standard 4B<br />The student understands the development of towns and maritime trade in East and Southern Africa.
          • Explain the rise of commercial towns on the East African coast and the significance of Swahili as a language of trade. [Interrogate historical data]
          • Assess the importance of Islam, Arab settlement, and maritime trade in the economic and cultural life of Kilwa and other East African coastal cities. [Analyze cause-and-effect relationships]
          • Analyze the importance of Great Zimbabwe as a state and commercial center with links to the Indian Ocean trade. [Interrogate historical data]
      • Standard 5: Patterns of crisis and recovery in Afro-Eurasia, 1300-1450
        • Standard 5A<br />The student understands the consequences of Black Death and recurring plague pandemic in the 14th century.
          • Explain the origins and characteristics of the plague pandemic of the mid-14th century, and describe its spread across Eurasia and North Africa. [Reconstruct patterns of historical succession and duration]
          • Analyze the demographic, economic, social, and political effects of the plague pandemic in Eurasia and North Africa in the second half of the 14th century. [Appreciate historical perspectives]
          • Assess ways in which long-term climatic change contributed to Europe's economic and social crisis in the 14th century. [Interrogate historical data]
        • Standard 5B<br />The student understands transformations in Europe following the economic and demographic crises of the 14th century.
          • Analyze major changes in the agrarian and commercial economies of Europe in the context of drastic population decline. [Appreciate historical perspective]
          • Assess the effects of crises in the Catholic Church on its organization and prestige. [Analyze cause-and-effect relationships]
          • Analyze causes and consequences of the Hundred Years War and repeated popular uprisings in Europe in the 14th century. [Analyze cause-and-effect relationships]
          • Analyze the resurgence of centralized monarchies and economically powerful city-states in western Europe in the 15th century. [Reconstruct patterns of historical succession and duration]
          • Define humanism as it emerged in Italy in the 14th and 15th centuries and analyze how study of Greco-Roman antiquity and critical analysis of texts gave rise to new forms of literature, philosophy, and education. [Examine the influence of ideas]
          • Evaluate the aesthetic and cultural significance of major changes in the techniques of painting, sculpture, and architecture. [Appreciate historical perspectives]
        • Standard 5C<br />The student understands major political developments in Asia in the aftermath of the collapse of Mongol rule and the plague pandemic.
          • Analyze reasons for the collapse of Mongol rule in China and the reconstituting of the empire under the Chinese Ming dynasty. [Reconstruct patterns of historical succession and duration]
          • Describe the Zheng He maritime expeditions of the early 15th century and analyze why the Ming state initiated, then terminated, these voyages. [Evaluate the implementation of a decision]
          • Assess the impact of the conquests of Timur (Tamerlane) on Central Asia, Southwest Asia, and India and evaluate Timurid contributions to arts and sciences. [Assess the importance of the individual]
          • Analyze the origins and early expansion of the Ottoman state up to the capture of Constantinople. [Reconstruct patterns of historical succession and duration]
      • Standard 6: The expansion of states and civilizations in the Americas, 1000-1500
        • Standard 6A<br />The student understands the development of complex societies and states in North America and Mesoamerica.
          • Explain major characteristics of Toltecs, Anasazi, Pueblo, and North American mound-building peoples. [Compare and contrast differing values and institutions]
          • Analyze how the Aztec empire arose in the 14th and 15th centuries and explain major aspects of Aztec government, society, religion, and culture. [Interrogate historical data]
          • Analyze patterns of long-distance trade centered in Mesoamerica. [Formulate historical questions]
        • Standard 6B<br />The student understands the development of the Inca empire in Andean South America.
          • Analyze Inca expansion and methods of imperial unification. [Appreciate historical perspectives]
          • Explain Inca social, political, religious, and economic institutions. [Interrogate historical data]
          • Compare the government, economy, religion, and social organization of the Aztec and Inca empires. [Compare and contrast differing values and institutions]
      • Standard 7: Major global trends from 1000-1500 CE
        • Standard 7A<br />The student understands major global trends from 1000 to 1500 CE.
          • Account for the growth, decline, and recovery of the overall population of Afro-Eurasia and analyze ways in which large demographic swings might have affected economic, social, and cultural life in various regions. [Utilize mathematical and quantitative data]
          • Trace major migratory and military movements of pastoral peoples of Asia and Africa and analyze the consequences of these movements for agrarian states and societies of Eurasia and Africa. [Clarify information on the geographic setting]
          • Compare Europe and China in relation to causes and consequences of productive growth, commercialization, urbanization, and technological or scientific innovation. [Analyze cause-and-effect relationships]
          • Account for the continuing spread of Islam and explain the importance of Muslims and Muslim civilization in mediating long-distance commercial, cultural, and intellectual exchange. [Examine the influence of ideas]
          • Explain why new ports, manufacturing centers, merchant communities, and long-distance trade routes emerged during this period in the region of the "Southern Seas" stretching from the Arabian Sea to the coasts of China. [Analyze cause-and-effect relationships]
          • Analyze ways in which encounters, both hostile and peaceful, between Muslims and Christians in the Mediterranean region affected political, economic, and cultural life in Europe, North Africa, and Southwest Asia. [Analyze cause-and-effect relationships]
          • Identify similarities and differences in society, economy, and political organization of Europe and Japan and compare the causes of economic growth, urbanization, and cultural innovation in these two regions. [Draw comparisons across eras and regions]
          • Define "capitalism" and analyze the extent to which capitalistic institutions and productive methods were emerging in Europe and other parts of Afro-Eurasia. [Examine the influence of ideas]
          • Compare the Inca or Aztec empires with empires of Afro-Eurasia in relation to political institutions, warfare, social organization, and cultural achievements. [Draw comparisons across eras and regions]
    • Era 6<br />The Emergence of the First Global Age, 1450-1770
      • Standard 1: How the transoceanic interlinking of all major regions of the world from 1450-1600 led to global transformations
        • Standard 1A<br />The student understands the origins and consequences of European overseas expansion in the 15th and 16th centuries.
          • Explain major characteristics of the interregional trading system that linked peoples of Africa, Asia, and Europe on the eve of the European overseas voyages. [Consider multiple perspectives]
          • Analyze the major social, economic, political, and cultural features of European society, and in particular of Spain and Portugal, that stimulated exploration and conquest overseas. [Identify issues and problems in the past]
          • Identify major technological developments in shipbuilding, navigation, and naval warfare and trace the cultural origins of various innovations. [Analyze cause-and-effect relationships]
          • Analyze the motives, nature, and short-term significance of the major Iberian military and commercial expeditions to Sub-Saharan Africa, Asia, and the Americas. [Identify issues and problems in the past]
        • Standard 1B<br />The student understands the encounters between Europeans and peoples of Sub-Saharan Africa, Asia, and the Americas in the late 15th and early 16th centuries.
          • Analyze Portuguese maritime expansion to Africa, India, and Southeast Asia and interactions between the Portuguese and the peoples of these regions. [Formulate historical questions]
          • Compare the success of the Ottoman, Indian, Chinese, Japanese, Vietnamese, and Siamese (Thai) powers in restricting European commercial, military, and political penetration. [Analyze cause-and-effect relationships]
          • Describe the political and military collision between the Spanish and the Aztec and Inca empires and analyze why these empires collapsed. [Identify issues and problems in the past]
          • Explain the founding and organization of Spanish and Portuguese colonial empires in the Americas and Southeast Asia and assess the role of the Catholic Church in colonial administration and policies regarding indigenous populations. [Interrogate historical data]
        • Standard 1C<br />The student understands the consequences of the worldwide exchange of flora, fauna, and pathogens.
          • Assess ways in which the exchange of plants and animals around the world in the late 15th and the 16th centuries affected European, Asian, African, and American Indian societies and commerce. [Analyze cause-and-effect relationships]
          • Analyze why the introduction of new disease microorganisms in the Americas after 1492 had such devastating demographic and social effects on American Indian populations. [Analyze cause-and-effect relationships]
          • Assess the effects that knowledge of the peoples, geography, and natural environment of the Americas had on European religious and intellectual life. [Clarify information on the geographic setting]
      • Standard 2: How European society experienced political, economic, and cultural transformations in an age of global intercommunication, 1450-1750
        • Standard 2A<br />The student understands demographic, economic, and social trends in Europe.
          • Describe characteristics of the family and peasant society in early modern Europe and explain changes in institutions of serfdom in eastern and western Europe. [Analyze cause-and-effect relationships]
          • Analyze the social and economic consequences of population growth and urbanization in Europe from the 15th to the 18th centuries. [Utilize visual and mathematical data]
          • Describe major institutions of capitalism and analyze how the emerging capitalist economy transformed agricultural production, manufacturing, and ways in which women and men worked. [Analyze cause-and-effect relationships]
        • Standard 2B<br />The student understands the Renaissance, Reformation, and Catholic Reformation.
          • Analyze the social and intellectual significance of the technological innovation of printing with movable type. [Demonstrate and explain the influence of ideas]
          • Explain connections between the Italian Renaissance and the development of humanist ideas in Europe north of the Alps. [Compare and contrast differing sets of ideas and values]
          • Evaluate major achievements in literature, music, painting, sculpture, and architecture in 16th-century Europe. [Draw upon visual data and literary sources]
          • Explain discontent among Europeans with the late medieval Church and analyze the beliefs and ideas of the leading Protestant reformers. [Marshal evidence of antecedent circumstances]
          • Explain the aims and policies of the Catholic Reformation and assess the impact of religious reforms and divisions on European cultural values, family life, convent communities, and men's and women's education. [Analyze cause-and-effect relationships]
          • Analyze causes of religious wars in 16th- and 17th-century Europe and account for the rise of religious pluralism. [Marshal evidence of antecedent circumstances]
        • Standard 2C<br />The student understands the rising military and bureaucratic power of European states between the 16th and 18th centuries.
          • Analyze the character, development, and sources of wealth of strong bureaucratic monarchies in the 16th century. [Analyze cause-and-effect relationships]
          • Explain how the Dutch Republic emerged as a powerful European state. [Formulate historical questions]
          • Explain how the English civil war and the Revolution of 1688 affected government, religion, economy, and society in that country. [Analyze cause-and-effect relationships]
          • Explain the impact of the English Revolution on political institutions and attitudes in the North American colonies and on the outbreak of the American Revolution. [Examine the influence of ideas]
          • Account for the growth of bureaucratic monarchy in Russia and analyze the significance of Peter the Great's westernizing reforms. [Interrogate historical data]
          • Account for the growth of bureaucratic monarchy in Russia and analyze the significance of Peter the Great's westernizing reforms. [Interrogate historical data]
        • Standard 2D<br />The student understands how the Scientific Revolution contributed to transformations in European society.
          • Explain connections between the Scientific Revolution and its antecedents such as Greek rationalism, medieval theology, Muslim science, Renaissance humanism, and new global knowledge. [Marshal evidence of antecedent circumstances]
          • Explain the cultural, religious, and scientific impact of astronomical discoveries and innovations from Copernicus to Newton. [Examine the influence of ideas]
          • Analyze the importance of discoveries in mathematics, physics, biology, and chemistry for European society. [Employ quantitative analysis]
          • Explain the development and significance of the "scientific method." [Examine the influence of ideas]
          • Explain the importance of royal societies and other international networks in disseminating scientific ideas and methods. [Interrogate historical data]
          • Account for the coexistence of the new scientific rationalism with traditional learning and practices such as astrology, magic, and witchcraft. [Formulate historical questions]
        • Standard 2E<br />The student understands the significance of the Enlightenment in European and world history.
          • Explain connections between the Enlightenment and its antecedents such as Roman republicanism, the Renaissance, and the Scientific Revolution. [Marshal evidence of antecedent circumstances]
          • Explain principal ideas of the Enlightenment, including rationalism, secularism, progress, toleration, empiricism, natural rights, contractual government, and new theories of education. [Examine the influence of ideas]
          • Assess the impact of Enlightenment ideas on the development of modern nationalism and democratic thought and institutions. [Hypothesize the influence of the past]
          • Analyze connections between Europeans' growing knowledge of other regions of the globe and the development of new concepts of universalism, toleration, and world history. [Analyze cause-and-effect relationships]
          • Describe ways in which Enlightenment thought contributed to reform of church and state and assess the reform programs of absolutist monarchs of Central Europe and Russia. [Analyze cause-and-effect relationships]
          • Explain how academies, salons, and popular publishing contributed to the dissemination of Enlightenment ideas. [Examine the influence of ideas]
      • Standard 3: How large territorial empires dominated much of Eurasia between the 16th and 18th centuries
        • Standard 3A<br />The student understands the extent and limits of Chinese regional power under the Ming dynasty.
          • Analyze the power and limits of imperial absolutism under the Ming dynasty. [Analyze cause-and-effect relationships]
          • Explain China's self-concept as the "middle kingdom" and the character of its political, commercial, and cultural relations with Korea, Vietnam, and other societies of East and Southeast Asia. [Interrogate historical data]
          • Analyze the effects of commercialization on social relations among gentry elites, urban merchants, and peasants. [Analyze cause-and-effect relationships]
          • Analyze China's changing attitudes toward external political and commercial relations following the Zheng He voyages from 1405 to 1433. [Formulate historical questions]
          • Assess the effects of the introduction of American food crops and importation of American silver on demographic, economic, and social change in China. [Analyze cause-and-effect relationships]
          • Compare the role of Neo-Confucianism, Buddhism, and Taoism in Chinese government and society. [Compare and contrast differing sets of ideas]
        • Standard 3B<br />The student understands how Southeast Europe and Southwest Asia became unified under the Ottoman Empire.
          • Analyze how the capture of Constantinople and the destruction of the Byzantine empire contributed to the expansion of Ottoman power. [Hypothesize the influence of the past]
          • Analyze reasons for Ottoman military successes against Persia, Egypt, North African states, and Christian European kingdoms. [Analyze cause-and-effect relationships]
          • Analyze the political, institutional, and economic development of the empire in the context of its religious and ethnic diversity. [Analyze multiple causation]
          • Evaluate the empire's artistic, architectural, and literary achievements. [Draw upon visual, literary, and musical sources]
          • Analyze how Muslim, Orthodox, Catholic, and Jewish peoples interacted in southeastern Europe under Ottoman rule. [Examine the influence of ideas, human interests, and beliefs]
        • Standard 3C<br />The student understands the rise of the Safavid and Mughal empires.
          • Explain the unification of Persia under the Turkic Safavids and evaluate Safavid political and cultural achievements under Shah Abbas. [Analyze cause-and-effect relationships]
          • Explain the Mughal conquest of India and the success of the Turkic warrior class in uniting the diverse peoples of the Indian subcontinent. [Formulate a position or course of action on an issue]
          • Analyze the relationship between Muslims and Hindus in the empire and compare Akbar's governing methods and religious ideas with those of other Mughal emperors. [Examine the influence of ideas, human interests, and beliefs]
          • Evaluate the interplay of indigenous Indian, Persian, and European influences in Mughal artistic, architectural, literary, and scientific achievements. [Draw upon visual and literary sources]
          • Assess the importance of Indian textiles, spices, and other products in the network of Afro-Eurasian trade. [Formulate historical questions]
      • Standard 4: Economic, political, and cultural interrelations among peoples of Africa, Europe, and the Americas, 1500-1750
        • Standard 4A<br />The student understands how states and peoples of European descent became dominant in the Americas between the 16th and 18th centuries.
          • Define and compare four major types of European activity and control in the Americas: large territorial empires, trading-post empires, plantation colonies, and settler colonies. [Compare and contrast differing sets of ideas]
          • Describe the administrative system of the Spanish viceroyalties of Peru and Mexico and analyze the importance of silver production and Indian agriculture in the Spanish colonial economy. [Interrogate historical data]
          • Analyze how the Netherlands, England, and France became naval, commercial, and political powers in the Atlantic basin. [Marshal evidence of antecedent circumstances]
          • Assess the moral, political, and cultural role of Catholic and Protestant Christianity in the European colonies in the Americas. [Examine the influence of ideas, human interests, and beliefs]
          • Explain why historians have called the Seven Years War the first "global war" and assess its consequences for Britain, France, Spain, and the indigenous peoples of the American colonial territories. [Analyze cause-and-effect relationships]
        • Standard 4B<br />The student understands the origins and consequences of the trans-Atlantic African slave trade.
          • Analyze the ways in which entrepreneurs and colonial governments exploited American Indian labor and why commercial agriculture came to rely overwhelmingly on African slave labor. [Evidence historical perspectives]
          • Compare ways in which slavery or other forms of social bondage were practiced in the Islamic lands, Christian Europe, and West Africa. [Compare and contrast differing sets of ideas]
          • Explain how commercial sugar production spread from the Mediterranean to the Americas and analyze why sugar, tobacco, and other crops grown in the Americas became so important in the world economy. [Analyze cause-and-effect relationships]
          • Explain the organization of long-distance trade in West and Central Africa and analyze the circumstances under which African governments, elites, merchants, and other groups participated in the sale of slaves to Europeans. [Identify issues and problems in the past]
          • Explain how European governments and firms organized and financed the trans-Atlantic slave trade; and describe the conditions under which slaves made the "middle passage" from Africa to the Americas. [Appreciate historical perspectives]
          • Analyze the emergence of social hierarchies based on race and gender in the Iberian, French, and British colonies in the Americas. [Interrogate historical data]
          • Describe conditions of slave life on plantations in the Caribbean, Brazil, and British North America and analyze ways in which slaves perpetuated aspects of African culture and resisted plantation servitude. [Appreciate historical perspectives]
        • Standard 4C<br />The student understands patterns of change in Africa in the era of the slave trade.
          • Describe the institutions and economies of Ashanti, Dahomey, Benin, Lunda, and Kongo in the period of the Atlantic slave trade. [Formulate historical questions]
          • Analyze how the Atlantic slave trade affected population, economic life, polygynous marriage, family life, and the use of male and female slave labor in West and Central Africa. [Analyze cause-and-effect relationships]
          • Describe government, trade, cultural traditions, and urban life in the Songhay Empire in the 16th century and analyze reasons for the empire's collapse at the end of the century. [Interrogate historical data]
          • Analyze causes and consequences of encounters among Khoisan groups, Bantu-speaking peoples, and European settlers in South Africa in the 17th and 18th centuries. [Identify the gaps in the available records]
      • Standard 5: Transformations in Asian societies in the era of European expansion
        • Standard 5A<br />The student understands the development of European maritime power in Asia.
          • Explain how the Netherlands, England, and France became naval and commercial powers in the Indian Ocean basin in the 17th and 18th centuries. [Evaluate the implementation of a decision]
          • Assess the impact of British and French commercial and military initiatives on politics, economy, and society in India. [Marshal evidence of antecedent circumstances]
          • Analyze motives for Dutch commercial and military penetration of Indonesia and the effects of Dutch imperialism on the region's economy and society. [Analyze cause-and-effect relationships]
          • Analyze the character and significance of contacts between Christian missionaries and peoples of India, Vietnam, and the Philippines. [Examine the influence of ideas, human interests, and beliefs]
          • Assess the impact of the Seven Years War on the relative power of Britain and France in Asia. [Analyze cause-and-effect relationships]
        • Standard 5B<br />The student understands the transformations in India, China, and Japan in an era of expanding European commercial power.
          • Analyze causes of the decline of the Mughal Empire and the rise of regional powers such as the Marathas and Sikhs. [Analyze multiple causation]
          • Explain how the Manchus overthrew the Ming dynasty, established the multi-ethnic Qing, and doubled the size of the Chinese empire. [Identify issues and problems in the past]
          • Evaluate China's cultural and economic achievements during the reigns of the Kangxi and Qianlong emperors. [Examine the influence of ideas, human interests, and beliefs]
          • Assess the extent of European commercial penetration of China and the ability of the Chinese government to control European trade. [Analyze cause-and-effect relationships]
          • Explain the character of centralized feudalism in Japan under the Tokugawa shogunate and the reasons for Japan's political stability, economic growth, and cultural dynamism. [Analyze cause-and-effect relationships]
          • Analyze Japan's relations with Europeans between the 16th and 18th centuries and the consequences of its policy of limiting contacts with foreigners. [Reconstruct patterns of historical succession and duration]
        • Standard 5C<br />The student understands major cultural trends in Asia between the 16th and 18th centuries.
          • Assess the influence of both new currents in Confucianism and Chinese art, architecture, and literary styles on cultural life in Korea, Vietnam, and Japan. [Draw upon visual and literary sources]
          • Describe the varieties of Buddhist and Hindu teaching and practice in Asia and compare their influence on social and cultural life. [Demonstrate and explain the influence of ideas, human interests, and beliefs]
          • Analyze how and why Islam continued to expand in India, Southeast Asia and China. [Demonstrate and explain the influence of ideas, human interests, and beliefs]
      • Standard 6: Major global trends from 1450-1770
        • Standard 6A<br />The student understands major global trends from 1450 to 1770.
          • Describe major shifts in world demography and urbanization in this era and analyze reasons for these changes. [Utilize visual and mathematical data]
          • Analyze ways in which expanding capitalistic enterprise and commercialization affected relations among states and contributed to changing class and race relations. [Analyze cause-and-effect relationships]
          • Assess the impact of gunpowder weaponry and other innovations in military technology on empire-building and the world balance of naval power. [Analyze cause-and-effect relationships]
          • Explain major changes in world political boundaries between 1450 and 1770 and assess the extent and limitations of European political and military power in Africa, Asia, and the Americas as of the mid-18th century. [Clarify information on the geographic setting]
          • Assess how the acceleration of scientific and technological innovations in this era affected social, economic, and cultural life in various parts of the world. [Analyze cause-and-effect relationships]
          • Identify regions where Buddhism, Christianity, and Islam were growing in this era and analyze why these religious and cultural traditions gained new adherents in various parts of the world. [Examine the influence of ideas]
          • Identify patterns of social and cultural continuity in various societies and analyze ways in which peoples maintained traditions and resisted external challenges in the context of a rapidly changing world. [Explain historical continuity and change]
    • Era 7<br />An Age of Revolutions, 1750-1914
      • Standard 1: The causes and consequences of political revolutions in the late 18th and early 19th centuries
        • Standard 1A<br />The student understands how the French Revolution contributed to transformations in Europe and the world.
          • Analyze how the Seven Years War, Enlightenment thought, the American Revolution, and growing internal economic crisis affected social and political conditions in Old Regime France. [Analyze multiple causation]
          • Compare the causes, character, and consequences of the American and French revolutions. [Compare and contrast differing movements, institutions, and ideas]
          • Explain how the French Revolution developed from constitutional monarchy to democratic despotism to the Napoleonic empire. [Reconstruct patterns of historical succession and duration]
          • Analyze leading ideas of the revolution concerning social equality, democracy, human rights, constitutionalism, and nationalism and assess the importance of these ideas for democratic thought and institutions in the 20th century. [Interrogate historical data]
          • Explain how the revolution affected French society, including religious institutions, social relations, education, marriage, family life, and the legal and political position of women. [Analyze cause-and-effect relationships]
          • Describe how the wars of the revolutionary and Napoleonic period changed Europe and assess Napoleon's effects on the aims and outcomes of the revolution. [Analyze multiple causation]
          • Analyze connections between the French and Haitian revolutions and assess the impact of the Haitian movement on race relations and slavery in the Americas and the French empire. [Analyze cause-and-effect relationships]
        • Standard 1B<br />The student understands how Latin American countries achieved independence in the early 19th century.
          • Analyze the influence of the American, French, and Haitian revolutions, as well as late 18th-century South American rebellions, on the development of independence movements in Latin America. [Analyze multiple causation]
          • Explain the effects of Napoleon's invasion of Iberia and the growth of British power in the Atlantic basin on the struggles for independence. [Evaluate the implementation of a decision]
          • Analyze the political and ideological objectives of the independence movements between 1808 and 1830 and explain why these movements succeeded. [Interrogate historical data]
          • Compare the political roles of Creole elites, the Catholic Church, and mestizo, mulatto, and Indian populations in the independence movements. [Marshal evidence of antecedent circumstances]
      • Standard 2: The causes and consequences of the agricultural and industrial revolutions, 1700-1850
        • Standard 2A<br />The student understands the early industrialization and the importance of developments in England.
          • Describe the characteristics of the "agricultural revolution" that occurred in England and Western Europe and analyze its effects on population growth, industrialization, and patterns of land-holding. [Analyze cause-and-effect relationships]
          • Identify the major characteristics of the industrial revolution and compare industrial economies with other forms of economic organization. [Compare and contrast differing institutions]
          • Analyze relationships between the expanding world market economy of the 16th through 18th centuries and the development of industrialization. [Analyze cause-and-effect relationships]
          • Analyze connections between early industrialization and Britain's commercial relations with continental Europe, the Mediterranean, India, the Caribbean, and other world regions. [Analyze cause-and-effect relationships]
          • Assess the relative importance of geographical, economic, technological, and political factors that permitted or encouraged the rise of mechanized industry in England. [Analyze multiple causation]
        • Standard 2B<br />The student understands how industrial economies expanded and societies experienced transformations in Europe and the Atlantic basin.
          • Explain connections among population growth, industrialization, and urbanization and evaluate the quality of life in early 19th-century cities. [Appreciate historical perspectives]
          • Explain how industrialization and urbanization affected class distinctions, family life, and the daily working lives of men, women, and children. [Analyze cause-and-effect relationships]
          • Analyze connections between industrialization and movements for political and social reform in England, Western Europe, and the United States. [Analyze cause-and-effect relationships]
          • Analyze connections between industrialization and the rise of new types of labor organizations and mobilization. [Analyze cause-and-effect relationships]
        • Standard 2C<br />The student understands the causes and consequences of the abolition of the trans-Atlantic slave trade and slavery in the Americas.
          • Assess the relative importance of Enlightenment thought, Christian piety, democratic revolutions, slave resistance, and changes in the world economy in bringing about the abolition of the slave trade and the emancipation of slaves in the Americas. [Analyze multiple causation]
          • Describe the organization of movements in Europe and the Americas to end slavery and explain how the trans-Atlantic trade was suppressed. [Reconstruct patterns of historical succession and duration]
          • Compare contract labor migration and other forms of coerced labor with slavery as methods of organizing commercial agriculture in the Americas in the later 19th century. [Compare and contrast differing values, behaviors, and institutions]
          • Assess the degree to which emancipated slaves and their descendants achieved social equality and economic advancement in various countries of the Western Hemisphere. [Interrogate historical data]
      • Standard 3: The transformation of Eurasian societies in an era of global trade and rising European power, 1750-1870
        • Standard 3A<br />The student understands how the Ottoman Empire attempted to meet the challenge of Western military, political, and economic power.
          • Assess the effects of population growth and European commercial penetration on Ottoman society and government. [Analyze cause-and-effect relationships]
          • Analyze why the empire was forced to retreat from the Balkans and the Black Sea region. [Analyze multiple causation]
          • Explain the defensive reform programs of Selim III and Mahmud II and analyze the challenges these rulers faced in resolving the empire's political and economic crises. [Interrogate historical data]
          • Explain the impact of the French invasion of Egypt in 1798 and analyze the subsequent efforts of Muhammad Ali to found a modern state and economy. [Analyze cause-and-effect relationships]
        • Standard 3B<br />The student understands Russian absolutism, reform, and imperial expansion in the late 18th and 19th centuries.
          • Analyze the effects of the French Revolution, Napoleonic invasion, and world economy on Russian absolutism to 1850. [Analyze cause-and-effect relationships]
          • Analyze relations between the Russian peasantry and land-owning aristocracy and explain the persistence of serfdom in the 19th century. [Identify issues and problems in the past]
          • Assess the significance of imperial reforms and popular opposition movements in the later 19th century. [Compare and contrast differing ideas and values]
          • Explain why Russia was successful in wars of expansion against the Ottoman empire and other Muslim states. [Analyze multiple causation]
          • Analyze motives and means of Russian expansion into Siberia and North America. [Interrogate historical data]
        • Standard 3C<br />The student understands the consequences of political and military encounters between Europeans and peoples of South and Southeast Asia.
          • Explain the advance of British power in India up to 1850 and appraise the efforts of Indians to resist European conquest and achieve cultural renewal. [Consider multiple perspectives]
          • Describe patterns of British trade linking India with both China and Europe and assess ways in which Indian farmers and manufacturers responded to world trade. [Analyze cause-and-effect relationships]
          • Compare the British conquest of India with the Dutch penetration of Indonesia and assess the role of indigenous elites under these colonial regimes. [Compare and contrast differing values, behaviors, and institutions]
        • Standard 3D<br />The student understands how China's Qing dynasty responded to economic and political crises in the late 18th and the 19th centuries.
          • Analyze the economic and social consequences of rapid population growth in China. [Analyze cause-and-effect relationships]
          • Analyze causes of governmental breakdown and social disintegration in China in the late 18th century. [Analyze multiple causation]
          • Analyze why China resisted political contact and trade with Europeans and how the opium trade contributed to European penetration of Chinese markets. [Appreciate historical perspectives]
          • Assess causes and consequences of the mid-19th century Taiping rebellion. [Analyze cause-and-effect relationships]
          • Explain the growth of the Chinese diaspora in Southeast Asia and the Americas and assess the role of overseas Chinese in attempts to reform the Qing. [Formulate historical questions]
        • Standard 3E<br />The student understands how Japan was transformed from feudal shogunate to modern nation-state in the 19th century.
          • Analyze the internal and external causes of the Meiji Restoration. [Formulate historical questions]
          • Analyze the goals and policies of the Meiji state and their impact on Japan's modernization. [Obtain historical data]
          • Assess the impact of Western ideas and the role of Confucianism and Shinto traditional values on Japan in the Meiji period. [Appreciate historical perspectives]
          • Explain the transformation of Japan from a hereditary social system to a middle-class society. [Examine the influence of ideas]
          • Explain changes in Japan's relations with China and the Western powers from the 1850s to the 1890s. [Reconstruct patterns of historical succession and duration]
      • Standard 4: Patterns of nationalism, state-building, and social reform in Europe and the Americas, 1830-1914
        • Standard 4A<br />The student understands how modern nationalism affected European politics and society.
          • Identify major characteristics of 19th-century European nationalism and analyze connections between nationalist ideology and the French Revolution, Romanticism, and liberal reform movements. [Appreciate historical perspectives]
          • Analyze causes of the revolutions of 1848 and why these revolutions failed to achieve nationalist and democratic objectives. [Analyze cause-and-effect relationships]
          • Describe the unification of Germany and Italy and analyze why these movements succeeded. [Analyze multiple causation]
          • Assess the importance of nationalism as a source of tension and conflict in the Austro-Hungarian and Ottoman empires. [Analyze cause-and-effect relationships]
        • Standard 4B<br />The student understands the impact of new social movements and ideologies on 19th-century Europe.
          • Analyze causes of large-scale migrations from rural areas to cities and how these movements affected the domestic and working lives of men and women. [Analyze multiple causation]
          • Explain the leading ideas of Karl Marx and analyze the impact of Marxist beliefs and programs on politics, industry, and labor relations in later 19th-century Europe. [Consider multiple perspectives]
          • Analyze interconnections among labor movements, various forms of socialism, and political or social changes in Europe in the second half of the 19th century. [Analyze cause-and-effect relationships]
          • Analyze connections between reform movements and industrialization, democratization, and nationalism. [Analyze multiple causation]
          • Explain the origins of women's suffrage and other movements in Europe and North America and assess their successes up to World War I. [Marshal evidence of antecedent circumstances]
          • Explain the ways in which Britain, France, and Italy became more broadly liberal and democratic societies in the 19th century. [Formulate historical questions]
          • Describe the changing legal and social status of European Jews and the rise of new forms of anti-Semitism. [Reconstruct patterns of historical succession and duration]
        • Standard 4C<br />The student understands cultural, intellectual, and educational trends in 19th-century Europe.
          • Explain how expanded educational opportunities and literacy contributed to changes in European society and cultural life. [Analyze cause-and-effect relationships]
          • Evaluate major movements in literature, music, and the visual arts and ways in which they expressed or shaped social and cultural values of industrial society. [Draw upon visual and literary sources]
          • Analyze ways in which trends in philosophy and the new social sciences challenged and shaped dominant social values. [Analyze cause-and-effect relationships]
          • Describe elements of the distinctive working- and middle-class cultures that emerged in industrial Europe. [Compare and contrast differing values, behaviors, and institutions]
        • Standard 4D<br />The student understands the political, economic, and social transformations in the Americas in the 19th century.
          • Assess the successes and failures of democracy in Latin American countries in the decades following independence. [Formulate historical questions]
          • Explain Latin America's growing dependence on the global market and assess the effects of international trade and investment on the power of landowners and the urban middle class. [Analyze cause-and-effect relationships]
          • Assess the consequences of economic development, elite domination and the abolition of slavery for peasants, Indian populations, and immigrant laborers in Latin America. [Interrogate historical data]
          • Analyze how liberal ideology and the expansion of secular education affected legal and political rights for women in various Latin American countries. [Examine the influence of ideas]
          • Assess the effects of foreign intervention and liberal government policies on social and economic change in Mexico. [Analyze cause-and-effect relationships]
          • Explain the factors that contributed to nation-building and self-government in Canada. [Marshal evidence of antecedent circumstances]
      • Standard 5: Patterns of global change in the era of Western military and economic domination, 1800-1914
        • Standard 5A<br />The student understands connections between major developments in science and technology and the growth of industrial economy and society.
          • Assess the social significance of the work of scientists, including Maxwell, Darwin, and Pasteur. [Examine the influence of ideas]
          • Explain how new inventions, including the railroad, steamship, telegraph, photography, and internal combustion engine, transformed patterns of global communication, trade, and state power. [Analyze cause-and-effect relationships]
          • Analyze how new machines, fertilizers, transport systems, commercialization, and other developments affected agricultural production in various parts of the world. [Employ quantitative analysis]
          • Explain how new forms of generative power contributed to Europe's "second industrial revolution" and compare the role of the state in different countries in directing or encouraging industrialization. [Analyze multiple causation]
          • Analyze factors that transformed the character of cities in various parts of the world. [Analyze cause-and-effect relationships]
        • Standard 5B<br />The student understands the causes and consequences of European settler colonization in the 19th century.
          • Explain why migrants left Europe in large numbers in the 19th century and identify temperate regions of the world where they established or expanded frontiers of European settlement. [Draw upon data in historical maps]
          • Compare the consequences of encounters between European migrants and indigenous peoples in such regions as the United States, Canada, South Africa, Australia, and Siberia. [Compare and contrast differing values and institutions]
          • Analyze geographical, political, economic, and epidemiological factors contributing to the success of European colonial settlement in such regions as Argentina, South Africa, Australia, New Zealand, Algeria, Siberia, Canada, and the United States. [Analyze multiple causation]
        • Standard 5C<br />The student understands the causes of European, American, and Japanese imperial expansion.
          • Explain leading ideas of Social Darwinism and scientific racism in 19th-century Europe and assess the importance of these ideas in activating European imperial expansion in Africa and Asia. [Identify issues and problems in the past]
          • Describe advances in transportation, medicine, and weapons technology in Europe in the later 19th century and assess the importance of these factors in the success of imperial expansion. [Analyze multiple causation]
          • Analyze the motives that impelled several European powers to undertake imperial expansion against peoples of Africa, Southeast Asia, and China. [Interrogate historical data]
          • Relate the Spanish-American War to United States participation in Western imperial expansion in the late 19th century. [Analyze cause-and-effect relationships]
          • Assess the effects of the Sino-Japanese and Russo-Japanese wars and colonization of Korea on the world-power status of Japan. [Analyze cause-and-effect relationships]
        • Standard 5D<br />The student understands transformations in South, Southeast, and East Asia in the era of the "new imperialism."
          • Analyze changes in Indian society and economy under British rule. [Interrogate historical data]
          • Explain the social, economic, and intellectual sources of Indian nationalism and analyze reactions of the British government to it. [Analyze cause-and-effect relationships]
          • Compare French and British colonial expansion in mainland Southeast Asia and analyze Thailand's success in avoiding colonization. [Compare and contrast differing values, behaviors, and institutions]
          • Analyze how Chinese began to reform government and society after 1895 and why revolution broke out in 1911. [Analyze multiple causation]
          • Analyze Japan's rapid industrialization, technological advancement, and national integration in the late 19th and early 20th centuries. [Formulate historical questions]
        • Standard 5E<br />The student understands the varying responses of African peoples to world economic developments and European imperialism.
          • Analyze how the termination of the Atlantic slave trade and increased output of European manufactured goods affected economies of West and Central Africa. [Reconstruct patterns of historical succession and duration]
          • Explain the impact of religious and political revolutions in the West African Sudan on state-building, Islamization, and European imperial conquest. [Examine the influence of ideas]
          • Explain the rise of Zanzibar and other commercial empires in East Africa in the context of international trade in ivory, cloves, and slaves. [Appreciate historical perspectives]
          • Describe the rise of the Zulu empire and analyze its effects on African societies and European colonial settlement. [Formulate historical questions]
          • Assess the effects of the discovery of diamonds and gold in South Africa on political and race relations among British colonial authorities, Afrikaners, and Africans. [Analyze cause-and-effect relationships]
          • Analyze the sources and effectiveness of military, political, and religious resistance movements against European conquest in such regions as Algeria, Morocco, West Africa, the Sudan, Ethiopia, and South Africa. [Analyze cause-and-effect relationships]
          • Explain major changes in the political geography of northern and Sub-Saharan Africa between 1880 and 1914. [Draw upon the data in historical maps]
      • Standard 6: Major global trends from 1750-1914
        • Standard 6A<br />The student understands major global trends from 1750 to 1914.
          • Describe major shifts in world population and urbanization in this era and analyze how such factors as industrialization, migration, changing diets, and scientific and medical advances affected worldwide demographic trends. [Interrogate historical data]
          • Compare industrialization and its social impact in Great Britain, France, Germany, the United States, Russia, Japan, or other countries. [Compare and contrast differing values, behaviors, and institutions]
          • Describe major patterns of long-distance migration of Europeans, Africans, and Asians and analyze causes and consequences of these movements. [Analyze cause-and-effect relationships]
          • Explain major changes in world political boundaries during this era and analyze why a relatively few European states achieved such extensive military, political, and economic power in the world. [Analyze cause-and-effect relationships]
          • Assess the importance of ideas associated with nationalism, republicanism, liberalism, and constitutionalism on 19th-century political life in such states as Great Britain, France, the United States, Germany, Russia, Mexico, Argentina, the Ottoman Empire, China, and Japan. [Identify issues and problems in the past]
          • Identify regions where Christianity and Islam were growing in this era and analyze causes of 19th-century movements of reform or renewal in Buddhism, Christianity, Hinduism, Islam, and Judaism. [Interrogate historical data]
          • Identify patterns of social and cultural continuity in various societies and analyze ways in which peoples maintained traditions and resisted external challenges in this era of expanding Western hegemony. [Reconstruct patterns of historical succession and duration]
    • Era 8<br />A Half-Century of Crisis and Achievement, 1900-1945
      • Standard 1: Reform, revolution, and social change in the world economy of the early century
        • Standard 1A<br />The student understands the world industrial economy emerging in the early 20th century.
          • Compare the industrial power of Great Britain, France, Germany, Japan, and the United States in the early 20th century. [Utilize visual and mathematical data]
          • Analyze the impact of industrial development on the culture and working lives of middle- and working-class people in Europe, Japan, and the United States. [Analyze cause-and-effect relationships]
          • Explain leading ideas of liberalism, social reformism, conservatism, and socialism as competing ideologies in the early 20th-century world. [Examine the influence of ideas]
          • Explain how entrepreneurs, scientists, technicians, and urban workers in Africa, Asia, and Latin America participated in world trade and industrialization. [Employ quantitative analysis]
          • Analyze why European colonial territories and Latin American countries continued to maintain largely agricultural and mining economies in the early 20th century. [Identify issues and problems in the past]
        • Standard 1B<br />The student understands the causes and consequences of important resistance and revolutionary movements of the early 20th century.
          • Analyze the degree to which the South African (Anglo-Boer) War was an example of "total war." [Interrogate historical data]
          • Explain the causes of the Russian rebellion of 1905 and assess its impact on reform in the succeeding decade. [Analyze cause-and-effect relationships]
          • Analyze the efforts of the revolutionary government of the Young Turks to reform Ottoman government and society. [Interrogate historical data]
          • Analyze the significance of the Mexican Revolution as the first 20th-century movement in which peasants played a prominent role. [Appreciate historical perspectives]
          • Assess the promise and failure of China's 1911 republican revolution to address the country's political, economic, and social problems. [Compare and contrast differing values and institutions]
      • Standard 2: The causes and global consequences of World War I
        • Standard 2A<br />The student understands the causes of World War I.
          • Analyze the relative importance of economic and political rivalries, ethnic and ideological conflicts, militarism, and imperialism as underlying causes of the war. [Analyze multiple causation]
          • Analyze the degree to which class and other social conflicts in Europe contributed to the outbreak of war. [Analyze multiple causation]
          • Evaluate ways in which popular faith in science, technology, and material progress affected attitudes toward war among European states. [Formulate historical questions]
          • Analyze the precipitating causes of the war and the factors that produced military stalemate. [Analyze cause-and-effect relationships]
        • Standard 2B<br />The student understands the global scope, outcome, and human costs of the war.
          • Describe the major turning points of the war and the principal theaters of conflict in Europe, the Middle East, Sub-Saharan Africa, East Asia, and the South Pacific. [Interrogate historical data]
          • Analyze the role of nationalism and propaganda in mobilizing civilian populations in support of "total war." [Examine the influence of ideas]
          • Explain how massive industrial production and innovations in military technology affected strategy, tactics, and the scale and duration of the war. [Analyze cause-and-effect relationships]
          • Explain how colonial peoples contributed to the war effort of both the Allies and the Central Powers by providing military forces and supplies. [Evaluate the implementation of a decision]
          • Analyze how the Russian Revolution and the entry of the United States affected the course and outcome of the war. [Analyze cause-and-effect relationships]
          • Assess the short-term demographic, social, economic, and environmental consequences of the war's unprecedented violence and destruction. [Formulate historical questions]
        • Standard 2C<br />The student understands the causes and consequences of the Russian Revolution of 1917.
          • Explain the causes of the Russian Revolution of 1917 and analyze why the revolutionary government progressed from moderate to radical. [Analyze multiple causation]
          • Explain Leninist political ideology and how the Bolsheviks adapted Marxist ideas to conditions peculiar to Russia. [Interrogate historical data]
          • Assess the effects of the New Economic Policy on Soviet society, economy, and government. [Analyze cause-and-effect relationships]
          • Describe the rise of Joseph Stalin to power in the Soviet Union and analyze ways in which collectivization and the first Five-Year Plan disrupted and transformed Soviet society in the 1920s and 1930s. [Evaluate the implementation of a decision]
          • Analyze the challenges that revolutionary Russia posed to Western governments and explain the impact of the Bolshevik victory on world labor movements. [Interrogate historical data]
      • Standard 3: The search for peace and stability in the 1920s and 1930s
        • Standard 3A<br />The student understands postwar efforts to achieve lasting peace and social and economic recovery.
          • Describe the conflicting aims and aspirations of the conferees at Versailles and analyze the responses of major powers to the terms of the settlement. [Consider multiple perspectives]
          • Explain how the collapse of the German, Hapsburg, and Ottoman empires and the creation of new states affected international relations in Europe and the Middle East. [Analyze cause-and-effect relationships]
          • Explain how the League of Nations was founded and assess its promise and limitations as a vehicle for achieving lasting peace. [Analyze cause-and-effect relationships]
          • Analyze the objectives and achievements of women's political movements in the context of World War I and its aftermath. [Analyze cause-and-effect relationships]
          • Analyze how the governments of Britain, France, Germany, and Italy responded to the economic and political challenges of the postwar decade. [Interrogate historical data]
          • Assess the effects of United States isolationist policies on world politics and international relations in the 1920s. [Evaluate the implementation of a decision]
        • Standard 3B<br />The student understands economic, social, and political transformations in Africa, Asia, and Latin America in the 1920s and 1930s.
          • Analyze the struggle between the Kuomintang and the Communist Party for dominance in China in the context of political fragmentation, economic transformation, and Japanese and European imperialism. [Interrogate historical data]
          • Analyze how militarism and fascism succeeded in derailing parliamentary democracy in Japan. [Interrogate historical data]
          • Explain how the mandate system altered patterns of European colonial rule in Africa and the Middle East. [Evaluate the implementation of a decision]
          • Explain aims and policies of European colonial regimes in India, Africa, and Southeast Asia and assess the impact of colonial policies on indigenous societies and economies. [Analyze cause-and-effect relationships]
          • Analyze how social and economic conditions of colonial rule, as well as ideals of liberal democracy and national autonomy, contributed to the rise of nationalist movements in India, Africa, and Southeast Asia. [Analyze cause-and-effect relationships]
          • Analyze how the World War I settlement contributed to the rise of both pan-Arabism and nationalist struggles for independence in the Middle East. [Formulate historical questions]
          • Assess the challenges to democratic government in Latin America in the context of class divisions, economic dependency, and United States intervention. [Analyze cause-and-effect relationships]
        • Standard 3C<br />The student understands the interplay between scientific or technological innovations and new patterns of social and cultural life between 1900 and 1940.
          • Explain the impact of the work of Einstein, Freud, Curie, and other scientists on traditional views of nature, the cosmos, and the psyche. [Explain the importance of the individual]
          • Describe major medical successes in the treatment of infectious diseases and analyze the causes and social costs of the world influenza pandemic of 1918-1919. [Employ quantitative data]
          • Explain ways in which the airplane, automobile, and modern railway affected world commerce, international migration, and work and leisure habits. [Interrogate historical data]
          • Analyze the social and cultural dimensions of mass consumption of goods such as automobiles, bicycles, refrigerators, radios, and synthetic fabrics in various parts of the world. [Support interpretations with historical evidence]
          • Analyze ways in which new forms of communication affected the relationship of government to citizens and bolstered the power of new authoritarian regimes. [Formulate historical questions]
        • Standard 3D<br />The student understands the interplay of new artistic and literary movements with changes in social and cultural life in various parts of the world in the post-war decades.
          • Evaluate the impact of World War I and its aftermath on literature, art, and intellectual life in Europe and the United States. [Draw upon visual and literary sources]
          • Evaluate the meaning and social impact of innovative movements in literature, architecture and the fine arts, such as Cubism, Surrealism, Expressionism, Socialist Realism, and jazz. [Draw upon visual, literary, and musical sources]
          • Evaluate the impact of innovative movements in Western art and literature on other regions of the world and the influence of African and Asian art forms on Europe. [Draw comparisons across regions]
          • Analyze how new media--newspapers, magazines, commercial advertising, film, and radio--contributed to the rise of mass culture around the world. [Obtain historical data from a variety of sources]
        • Standard 3E<br />The student understands the causes and global consequences of the Great Depression.
          • Analyze the financial, economic, and social causes of the Depression and why it spread to most parts of the world. [Analyze multiple causation]
          • Assess the human costs of the Depression, and compare its impact on economy and society in different countries and economic regions of the world. [Compare and contrast differing values, behaviors, and institutions]
          • Analyze ways in which the Depression affected colonial peoples of Africa and Asia and how it contributed to the growth of nationalist movements. [Analyze cause-and-effect relationships]
          • Analyze how the Depression contributed to the growth of socialist and communist movements and how it affected capitalist economic theory and practice in leading industrial powers in Western countries. [Analyze cause-and-effect relationships]
          • Describe how governments, businesses, social groups, families, and individuals endeavored to cope with the hardships of world depression. [Employ quantitative analyses]
      • Standard 4: The causes and global consequences of World War II
        • Standard 4A<br />The student understands the causes of World War II.
          • Explain the ideologies of fascism and Nazism and analyze how fascist and authoritarian regimes seized power and gained mass support in Italy, Germany, Spain, and Japan. [Analyze multiple causation]
          • Analyze the relative importance of the legacy of World War I, the depression, ethnic and ideological conflicts, imperialism, and traditional political or economic rivalries as underlying causes of World War II. [Analyze multiple causation]
          • Explain German, Italian, and Japanese military conquests and drives for empire in the 1930s. [Evaluate major debates among historians]
          • Analyze the consequences of Britain, France, the United States, and other Western democracies' failure to effectively oppose fascist aggression. [Evaluate major debates among historians]
          • Analyze the precipitating causes of the war and the reasons for early German and Japanese victories. [Analyze multiple causation]
          • Analyze the motives and consequences of the Soviet nonaggression pacts with Germany and Japan. [Analyze cause-and-effect relationships]
        • Standard 4B<br />The student understands the global scope, outcome, and human costs of the war.
          • Explain the major turning points of the war, and describe the principal theaters of conflict in Western Europe, Eastern Europe, the Soviet Union, North Africa, Asia, and the Pacific. [Interrogate historical data]
          • Assess how the political and diplomatic leadership of such individuals as Churchill, Roosevelt, Hitler, Mussolini, and Stalin affected the outcome of the war. [Explain the importance of the individual]
          • Analyze how and why the Nazi regime perpetrated a "war against the Jews" and describe the devastation suffered by Jews and other groups in the Nazi Holocaust. [Analyze cause-and-effect relationships]
          • Compare World Wars I and II in terms of the impact of industrial production, political goals, national mobilization, technological innovations, and scientific research on strategies, tactics, and levels of destruction. [Marshal evidence of antecedent circumstances]
          • Assess the consequences of World War II as a total war. [Formulate historical questions]
      • Standard 5: Major global trends from 1900 to the end of World War II
        • Standard 5A<br />The student understands major global trends from 1900 to the end of World War II.
          • Describe major shifts in world geopolitics between 1900 and 1945 and explain the growing role of the United States in international affairs. [Analyze cause-and-effect relationships]
          • Assess the nature and extent of Western military, political, and economic power in the world in 1945 compared with 1900. [Interrogate historical data]
          • Compare the ideologies, policies, and governing methods of 20th-century totalitarian regimes with those of contemporary democracies and absolutist states of earlier centuries. [Draw comparisons across eras]
          • Compare the ideologies, policies, and governing methods of 20th-century totalitarian regimes with those of contemporary democracies and absolutist states of earlier centuries. [Draw comparisons across eras]
          • Analyze why mass consumer economies developed in some industrialized countries of the world but not in others. [Employ quantitative analysis]
          • Explain how new technologies and scientific breakthroughs both benefited and imperiled humankind. [Formulate historical questions]
          • Analyze ways in which secular ideologies such as nationalism, fascism, communism, and materialism challenged or were challenged by established religions and ethical systems. [Compare and contrast different sets of ideas, values, and institutions]
          • Assess the relative importance of such factors as world war, depression, nationalist ideology, labor organizations, communism, and liberal democratic ideals in the emergence of movements for national self-rule or sovereignty in Africa and Asia. [Formulate historical questions]
          • Identify patterns of social and cultural continuity in various societies, and analyze ways in which peoples maintained traditions, sustained basic loyalties, and resisted external challenges in this era of recurrent world crises. [Explain historical continuity and change]
    • Era 9<br />The 20th Century Since 1945: Promises and Paradoxes
      • Standard 1: How post-World War II reconstruction occurred, new international power relations took shape, and colonial empires broke up
        • Standard 1A<br />The student understands major political and economic changes that accompanied post-war recovery.
          • Explain how the Western European countries and Japan achieved rapid economic recovery after World War II. [Employ quantitative data]
          • Analyze connections between the political stabilization of Western European societies and the Marshall Plan, the European Economic Community, government planning, and the growth of welfare states. [Analyze cause-and-effect relationships]
          • Analyze connections between the political stabilization of Western European societies and the Marshall Plan, the European Economic Community, government planning, and the growth of welfare states. [Analyze cause-and-effect relationships]
          • Explain why fascism was discredited after World War II and how popular democratic institutions were established in such countries as Italy, the German Federal Republic, Greece, India, Spain, and Portugal between 1945 and 1975. [Marshal evidence of antecedent circumstances]
          • Explain why the United Nations was founded and assess its successes and failures up to the 1970s. [Marshal evidence of antecedent circumstances]
        • Standard 1B<br />The student understands why global power shifts took place and the Cold War broke out in the aftermath of World War II.
          • Explain how political, economic, and military conditions prevailing in the mid-1940s led to the Cold War. [Analyze cause-and-effect relationships]
          • Analyze major differences in the political ideologies and values of the Western democracies and the Soviet bloc. [Compare and contrast different ideas, values, and institutions]
          • Compare the impact of Soviet domination on Eastern Europe with changes that occurred in German and Japanese society under Allied occupation. [Compare and contrast differing values, behaviors, and institutions]
          • Explain how the Communist Party rose to power in China between 1936 and 1949 and assess the benefits and costs of Communist policies under Mao Zedong, including the Great Leap Forward and the Cultural Revolution. [Analyze cause-and-effect relationships]
          • Explain the causes and international and local consequences of major Cold War crises, such as the Berlin blockade, the Korean War, the Polish workers' protest, the Hungarian revolt, the Suez crisis, the Cuban missile crisis, the Indonesian civil war, and the Soviet invasion of Czechoslovakia. [Formulate historical questions]
          • Analyze how political, diplomatic, and economic conflict and competition between the United States and the Soviet Union affected developments in such countries as Egypt, Iran, the Congo, Vietnam, Chile, and Guatemala. [Analyze multiple causation]
          • Analyze interconnections between superpower rivalries and the development of new military, nuclear, and space technology. [Analyze cause-and-effect relationships]
          • Assess the impact of the Cold War on art, literature, and popular culture around the world. [Obtain historical data from a variety of sources]
        • Standard 1C<br />The student understands how African, Asian, and Caribbean peoples achieved independence from European colonial rule.
          • Assess the impact of Indian nationalism on other movements in Africa and Asia and analyze why the subcontinent was partitioned into India and Pakistan. [Analyze cause-and-effect relationships]
          • Analyze the impact of World War II and postwar global politics on the rise of mass nationalist movements in Africa and Southeast Asia. [Analyze cause-and-effect relationships]
          • Analyze connections between the rise of independence movements in Africa and Southeast Asia and social transformations such as demographic changes, urbanization, and the emergence of Western-educated elites. [Analyze cause-and-effect relationships]
          • Analyze why some African and Asian countries achieved independence through constitutional devolution of power and others as a result of armed revolution. [Compare and contrast differing values, behaviors, and institutions]
          • Explain how international conditions affected the creation of Israel and analyze why persistent conflict developed between Israel and both Arab Palestinians and neighboring states. [Interrogate historical data]
          • Describe economic and social problems that new states faced in the 1960s and 1970s and analyze why military regimes or one-party states replaced parliamentary-style governments throughout much of Africa. [Reconstruct patterns of historical succession and duration]
      • Standard 2: The search for community, stability, and peace in an interdependent world
        • Standard 2A<br />The student understands how population explosion and environmental change have altered conditions of life around the world.
          • Analyze causes of the worlds accelerating population growth rate and connections between population growth and economic and social development in many countries. [Analyze multiple causation]
          • Describe the global proliferation of cities and the rise of the megalopolis and assess the impact of urbanization on family life, standards of living, class relations, and ethnic identity. [Analyze cause-and-effect relationships]
          • Assess why scientific, technological, and medical advances have improved living standards for many yet hunger, poverty, and epidemic disease have persisted. [Evaluate major debates among historians]
          • Analyze how population growth, urbanization, industrialization, warfare, and the global market economy have contributed to environmental alterations. [Analyze cause-and-effect relationships]
          • Assess the effectiveness of efforts by governments and citizens' movements to protect the global natural environment. [Obtain historical data]
        • Standard 2B<br />The student understands how increasing economic interdependence has transformed human society.
          • Analyze how global communications and changing international labor demands have shaped new patterns of world migration since World War II. [Analyze cause-and-effect relationships]
          • Explain the effects of the European Economic Community and its growth on economic productivity and political integration in Europe. [Interrogate historical data]
          • Compare systems of economic management in communist and capitalist countries and analyze the global economic impact of multinational corporations. [Compare and contrast differing institutions]
          • Analyze why economic disparities between industrialized and developing countries have persisted or increased and how both neo-colonialism and authoritarian political leadership have affected development in African and Asian countries. [Formulate historical questions]
          • Explain the emergence of the Pacific Rim economy and analyze how such countries as South Korea or Singapore have achieved economic growth in recent decades. [Analyze cause-and-effect relationships]
          • Analyze the continuing growth of mass consumption of commodities and resources since World War II. [Employ quantitative data]
          • Analyze the importance of such factors as black markets, speculation, and trade in illegal products for both national and global markets. [Obtain historical data from a variety of sources]
          • Analyze how the oil crisis and its aftermath in the early 1970s revealed the extent and complexity of global economic interdependence. [Interrogate historical data]
        • Standard 2C<br />The student understands how liberal democracy, market economies, and human rights movements have reshaped political and social life.
          • Assess the progress of human and civil rights around the world since the 1948 U.N. Declaration of Human Rights. [Formulate a position or course of action on an issue]
          • Analyze how feminist movements and social conditions have affected the lives of women in different parts of the world and compare women's progress toward social equality, economic opportunity, and political rights in various countries. [Draw comparisons across regions]
          • Explain why Cold War tensions eased in the 1970s and analyze how such developments as the Helsinki Accords, the Soviet invasion of Afghanistan, and Reagan-Gorbachev "summit diplomacy" affected progress toward detente. [Interrogate historical data]
          • Explain why the Soviet and other communist governments collapsed and the Soviet Union splintered into numerous states in the 1980s and early 1990s. [Marshal evidence of antecedent circumstances]
          • Assess the strengths of democratic institutions and civic culture in countries such as Britain, France, Germany, Canada, the United States, Japan, India, and Mexico and analyze potential challenges to civil society in democratic states. [Interrogate historical data]
          • Assess the success of democratic reform movements in challenging authoritarian governments in Africa, Asia, and Latin America. [Formulate a position or course of action on an issue]
          • Explain the dismantling of the apartheid system in South Africa and the winning of political rights by the black majority. [Explain historical continuity and change]
        • Standard 2D<br />The student understands major sources of tension and conflict in the contemporary world and efforts that have been made to address them.
          • Analyze causes and consequences of continuing urban protest and reformist economic policies in post-Mao China in the context of state authoritarianism. [Analyze cause-and-effect relationships]
          • Analyze why terrorist movements have proliferated and the extent of their impact on politics and society in various countries. [Evaluate the implementation of a decision]
          • Assess the impact of population pressure, poverty, and environmental degradation on the breakdown of state authority in various countries in the 1980s and 1990s. [Analyze multiple causation]
          • Analyze the causes, consequences, and moral implications for the world community of mass killings or famines in such places as Cambodia, Somalia, Rwanda, and Bosnia-Herzegovina. [Marshal evidence of antecedent circumstances]
          • Assess the progress that has been made since the 1970s in resolving conflict between Israel and neighboring states. [Analyze multiple causation]
        • Standard 2E<br />The student understands major worldwide scientific and technological trends of the second half of the 20th century.
          • Describe worldwide implications of the revolution in nuclear, electronic, and computer technology. [Formulate historical questions]
          • Analyze interconnections between space exploration and developments since the 1950s in scientific research, agricultural productivity, consumer culture, intelligence gathering, and other aspects of contemporary life. [Analyze cause-and-effect relationships]
          • Assess the social and cultural implications of recent medical successes such as development of antibiotics and vaccines and the conquest of smallpox. [Interrogate historical data]
          • Analyze the changing structure and organization of scientific and technological research, including the role of governments, corporations, international agencies, universities, and scientific communities. [Employ quantitative data]
        • Standard 2F<br />The student understands worldwide cultural trends of the second half of the 20th century.
          • Evaluate the impact of World War II and its aftermath on literature, art, and intellectual life in Europe and other parts of the world. [Analyze cause-and-effect relationships]
          • Evaluate the meaning and social impact of innovative movements in literature and the arts such as Existentialism, Abstract Expressionism, or Pop Art. [Draw upon visual and literary sources]
          • Assess the influence of television, the Internet, and other forms of electronic communication on the creation and diffusion of cultural and political information worldwide. [Formulate historical questions]
          • Analyze connections among electronic communications, international marketing, and the emergence of popular "global culture" in the late 20th century. [Obtain historical data from a variety of sources]
          • Describe varieties of religious belief and practice in the contemporary world and analyze how the world's religions have responded to challenges and uncertainties of the late 20th century. [Analyze the influence of ideas]
          • Describe ways in which art, literature, religion, and traditional customs have expressed or strengthened national or other communal loyalties in recent times. [Examine the influence of ideas, human interests, and beliefs]
      • Standard 3: Major global trends since World War II
        • Standard 3A<br />The student understands major global trends since World War II.
          • Explain the changing configuration of political boundaries in the world since 1900 and analyze connections between nationalist ideology and the proliferation of sovereign states. [Marshal evidence of antecedent circumstances]
          • Explain why the Cold War took place and ended and assess its significance as a 20th-century event. [Analyze multiple causation]
          • Compare causes, consequences, and major patterns of international migrations in the late 20th century with world population movements of the 19th century and the first half of the 20th. [Draw comparisons across eras and regions]
          • Define "postindustrial society" and assess the usefulness of this concept in comparing the late 20th century with the period from the industrial revolution to 1950. [Draw comparisons across eras and regions]
          • Assess the degree to which both human rights and democratic ideals and practices have been advanced in the world during the 20th century. [Formulate historical questions]
          • Analyze causes of economic imbalances and social inequalities among the world's peoples and assess efforts made to close these gaps. [Employ quantitative analysis]
          • Analyze causes and consequences of the world's shift from bipolar to multipolar centers of economic, political, and military power. [Analyze cause-and-effect relationships]
          • Analyze connections between globalizing trends in economy, technology, and culture in the late 20th century and dynamic assertions of traditional cultural identity and distinctiveness. [Analyze cause-and-effect relationships]
    • World History Across the Eras
      • Standard 1: Long-term changes and recurring patterns in world history
        • Trace major changes in world population from paleolithic times to the present and explain why these changes occurred, including the effects of major disease pandemics.
        • Analyze why humans have built cities and how the character, function, and number of cities have changed over time.
        • Assess the usefulness of the concept that the revolutions of tool-making, agriculture, and industrialization constituted the three most important turning points in human history.
        • Trace major patterns of long-distance trade from ancient times to the present and analyze ways in which trade has contributed to economic and cultural change in particular societies or civilizations.
        • Analyze the origins, development, and characteristics of capitalism and compare capitalist systems with other systems for organizing production, labor, and trade.
        • Analyze how ideals and institutions of freedom, equality, justice, and citizenship have changed over time and from one society to another.
        • Compare the economic and social importance of slavery and other forms of coerced labor in various societies from ancient times to the present.
        • Analyze the development of the nation-state and how nation-states differ from empires or other forms of political organization.
        • Analyze the circumstances under which European countries came to exercise temporary military and economic dominance in the world in the late 19th and 20th centuries.
        • Compare political revolutionary movements of the past three centuries in terms of ideologies, organization, and successes or failures.
        • Analyze ways in which human action has contributed to long-term changes in the natural environment in particular regions or worldwide.
• National Geography Education Standards [View 550 Resources]
  • The World in Spatial Terms [View 272 Resources]
    • How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information. [View 255 Resources]
    • How to use mental maps to organize information about people, places, and environments. [View 13 Resources]
    • How to analyze the spatial organization of people, places, and environments on Earth's surface. [View 78 Resources]
  • Places and Regions [View 99 Resources]
    • The physical and human characteristics of places. [View 84 Resources]
    • That people create regions to interpret Earth's complexity. [View 20 Resources]
    • How culture and experience influence people's perception of places and regions. [View 16 Resources]
  • Physical Systems [View 200 Resources]
    • The physical processes that shape the patterns of Earth's surface. [View 138 Resources]
    • The characteristics and spatial distribution of ecosystems on Earth's surface. [View 75 Resources]
  • Human Systems [View 49 Resources]
    • The characteristics, distribution, and migration of human populations on Earth's surface. [View 12 Resources]
    • The characteristics, distributions, and complexity of Earth's cultural mosaics. [View 6 Resources]
    • The patterns and networks of economic interdependence on Earth's surface. [View 12 Resources]
    • The process, patterns, and functions of human settlement. [View 21 Resources]
    • How forces of cooperation and conflict among people influence the division and control of Earth's surface. [View 12 Resources]
  • Environment and Society [View 232 Resources]
    • How human actions modify the physical environment. [View 143 Resources]
    • How physical systems affect human systems. [View 119 Resources]
    • The changes that occur in the meaning, use, distribution, and importance of resources. [View 45 Resources]
  • The Uses of Geography [View 134 Resources]
    • How to apply geography to interpret the past. [View 60 Resources]
    • How to apply geography to interpret the present and plan for the future. [View 103 Resources]
• National Science Education Standards [View 3075 Resources]
  • Unifying Concepts and Processes [View 1584 Resources]
    • Systems, Order, and Organization [View 329 Resources]
      • The natural and designed world is complex; it is too large and complicated to investigate and comprehend all at once. Scientists and students learn to define small portions for the convenience of investigation. The units of investigation can be referred to as "systems." A system is an organized group of related objects or components that form a whole. Systems can consist, for example, of organisms, machines, fundamental particles, galaxies, ideas, numbers, transportation, and education. Systems have boundaries, components, resources flow (input and output), and feedback.<br /><br /> The goal of this standard is to think and analyze in terms of systems. Thinking and analyzing in terms of systems will help students keep track of mass, energy, objects, organisms, and events referred to in the other content standards. The idea of simple systems encompasses subsystems as well as identifying the structure and function of systems, feedback and equilibrium, and the distinction between open and closed systems.<br /><br /> Science assumes that the behavior of the universe is not capricious, that nature is the same everywhere, and that it is understandable and predictable. Students can develop an understanding of regularities in systems, and by extension, the universe; they then can develop understanding of basic laws, theories, and models that explain the world.<br /><br /> Newton's laws of force and motion, Kepler's laws of planetary motion, conservation laws, Darwin's laws of natural selection, and chaos theory all exemplify the idea of order and regularity. An assumption of order establishes the basis for cause-effect relationships and predictability.<br /><br /> Prediction is the use of knowledge to identify and explain observations, or changes, in advance. The use of mathematics, especially probability, allows for greater or lesser certainty of predictions. <br /><br /> Order--the behavior of units of matter, objects, organisms, or events in the universe--can be described statistically. Probability is the relative certainty (or uncertainty) that individuals can assign to selected events happening (or not happening) in a specified space or time. In science, reduction of uncertainty occurs through such processes as the development of knowledge about factors influencing objects, organisms, systems, or events; better and more observations; and better explanatory models.<br /><br /> Types and levels of organization provide useful ways of thinking about the world. Types of organization include the periodic table of elements and the classification of organisms. Physical systems can be described at different levels of organization--such as fundamental particles, atoms, and molecules. Living systems also have different levels of organization--for example, cells, tissues, organs, organisms, populations, and communities. The complexity and number of fundamental units change in extended hierarchies of organization. Within these systems, interactions between components occur. Further, systems at different levels of organization can manifest different properties and functions. [View 57 Resources]
    • Evidence, Models, and Explanation [View 1122 Resources]
      • Evidence consists of observations and data on which to base scientific explanations. Using evidence to understand interactions allows individuals to predict changes in natural and designed systems.<br /><br /> Models are tentative schemes or structures that correspond to real objects, events, or classes of events, and that have explanatory power. Models help scientists and engineers understand how things work. Models take many forms, including physical objects, plans, mental constructs, mathematical equations, and computer simulations.<br /><br /> Scientific explanations incorporate existing scientific knowledge and new evidence from observations, experiments, or models into internally consistent, logical statements. Different terms, such as "hypothesis," "model," "law," "principle," "theory," and "paradigm" are used to describe various types of scientific explanations. As students develop and as they understand more science concepts and processes, their explanations should become more sophisticated. That is, their scientific explanations should more frequently include a rich scientific knowledge base, evidence of logic, higher levels of analysis, greater tolerance of criticism and uncertainty, and a clearer demonstration of the relationship between logic, evidence, and current knowledge. [View 45 Resources]
    • Constancy, Change, and Measurement [View 536 Resources]
      • Although most things are in the process of becoming different--changing--some properties of objects and processes are characterized by constancy, including the speed of light, the charge of an electron, and the total mass plus energy in the universe. Changes might occur, for example, in properties of materials, position of objects, motion, and form and function of systems. Interactions within and among systems result in change. Changes vary in rate, scale, and pattern, including trends and cycles.<br /><br /> Energy can be transferred and matter can be changed. Nevertheless, when measured, the sum of energy and matter in systems, and by extension in the universe, remains the same.<br /><br /> Changes in systems can be quantified. Evidence for interactions and subsequent change and the formulation of scientific explanations are often clarified through quantitative distinctions--measurement. Mathematics is essential for accurately measuring change.<br /><br /> Different systems of measurement are used for different purposes. Scientists usually use the metric system. An important part of measurement is knowing when to use which system. For example, a meteorologist might use degrees Fahrenheit when reporting the weather to the public, but in writing scientific reports, the meteorologist would use degrees Celsius.<br /><br /> Scale includes understanding that different characteristics, properties, or relationships within a system might change as its dimensions are increased or decreased.<br /><br /> Rate involves comparing one measured quantity with another measured quantity, for example, 60 meters per second. Rate is also a measure of change for a part relative to the whole, for example, change in birth rate as part of population growth. [View 32 Resources]
    • Evolution and Equilibrium [View 74 Resources]
      • Evolution is a series of changes, some gradual and some sporadic, that accounts for the present form and function of objects, organisms, and natural and designed systems. The general idea of evolution is that the present arises from materials and forms of the past. Although evolution is most commonly associated with the biological theory explaining the process of descent with modification of organisms from common ancestors, evolution also describes changes in the universe.<br /><br /> Equilibrium is a physical state in which forces and changes occur in opposite and off-setting directions: for example, opposite forces are of the same magnitude, or off-setting changes occur at equal rates. Steady state, balance, and homeostasis also describe equilibrium states. Interacting units of matter tend toward equilibrium states in which the energy is distributed as randomly and uniformly as possible. [View 3 Resources]
    • Form and Function [View 146 Resources]
      • Form and function are complementary aspects of objects, organisms, and systems in the natural and designed world. The form or shape of an object or system is frequently related to use, operation, or function. Function frequently relies on form. Understanding of form and function applies to different levels of organization. Students should be able to explain function by referring to form and explain form by referring to function. [View 33 Resources]
  • Content Standard A: Science as Inquiry [View 1358 Resources]
    • Abilities Necessary to Do Scientific Inquiry [View 1042 Resources]
      • Ask a question about objects, organisms, and events in the environment. This aspect of the standard emphasizes students asking questions that they can answer with scientific knowledge, combined with their own observations. Students should answer their questions by seeking information from reliable sources of scientific information and from their own observations and investigations.
      • Plan and conduct a simple investigation. In the earliest years, investigations are largely based on systematic observations. As students develop, they may design and conduct simple experiments to answer questions. The idea of a fair test is possible for many students to consider by fourth grade. [View 1 Resources]
      • Employ simple equipment and tools to gather data and extend the senses. In early years, students develop simple skills, such as how to observe, measure, cut, connect, switch, turn on and off, pour, hold, tie, and hook. Beginning with simple instruments, students can use rulers to measure the length, height, and depth of objects and materials; thermometers to measure temperature; watches to measure time; beam balances and spring scales to measure weight and force; magnifiers to observe objects and organisms; and microscopes to observe the finer details of plants, animals, rocks, and other materials. Children also develop skills in the use of computers and calculators for conducting investigations. [View 1 Resources]
      • Use data to construct a reasonable explanation. This aspect of the standard emphasizes the students' thinking as they use data to formulate explanations. Even at the earliest grade levels, students should learn what constitutes evidence and judge the merits or strength of data and information that will be used to make explanations. After students propose an explanation, they will appeal to the knowledge and evidence they obtained to support their explanations. Students should check their explanations against scientific knowledge, experiences, and observations of others.
      • Communicate investigations and explanations. Students should begin developing the abilities to communicate, critique, and analyze their work and the work of other students. This communication might be spoken or drawn as well as written.
      • Identify questions that can be answered through scientific investigations. Students should develop the ability to refine and refocus broad and ill-defined questions. An important aspect of this ability consists of students' ability to clarify questions and inquiries and direct them toward objects and phenomena that can be described, explained, or predicted by scientific investigations. Students should develop the ability to identify their questions with scientific ideas, concepts, and quantitative relationships that guide investigation. [View 2 Resources]
      • Design and conduct a scientific investigation. Students should develop general abilities, such as systematic observation, making accurate measurements, and identifying and controlling variables. They should also develop the ability to clarify their ideas that are influencing and guiding the inquiry, and to understand how those ideas compare with current scientific knowledge. Students can learn to formulate questions, design investigations, execute investigations, interpret data, use evidence to generate explanations, propose alternative explanations, and critique explanations and procedures.
      • Use appropriate tools and techniques to gather, analyze, and interpret data. The use of tools and techniques, including mathematics, will be guided by the question asked and the investigations students design. The use of computers for the collection, summary, and display of evidence is part of this standard. Students should be able to access, gather, store, retrieve, and organize data, using hardware and software designed for these purposes. [View 2 Resources]
      • Develop descriptions, explanations, predictions, and models using evidence. Students should base their explanation on what they observed, and as they develop cognitive skills, they should be able to differentiate explanation from description--providing causes for effects and establishing relationships based on evidence and logical argument. This standard requires a subject matter knowledge base so the students can effectively conduct investigations, because developing explanations establishes connections between the content of science and the contexts within which students develop new knowledge.
      • Think critically and logically to make the relationships between evidence and explanations. Thinking critically about evidence includes deciding what evidence should be used and accounting for anomalous data. Specifically, students should be able to review data from a simple experiment, summarize the data, and form a logical argument about the cause-and-effect relationships in the experiment. Students should begin to state some explanations in terms of the relationship between two or more variables. [View 1 Resources]
      • Recognize and analyze alternative explanations and predictions. Students should develop the ability to listen to and respect the explanations proposed by other students. They should remain open to and acknowledge different ideas and explanations, be able to accept the skepticism of others, and consider alternative explanations.
      • Communicate scientific procedures and explanations. With practice, students should become competent at communicating experimental methods, following instructions, describing observations, summarizing the results of other groups, and telling other students about investigations and explanations.
      • Use mathematics in all aspects of scientific inquiry. Mathematics is essential to asking and answering questions about the natural world. Mathematics can be used to ask questions; to gather, organize, and present data; and to structure convincing explanations. [View 2 Resources]
      • Identify questions and concepts that guide scientific investigations. Students should formulate a testable hypothesis and demonstrate the logical connections between the scientific concepts guiding a hypothesis and the design of an experiment. They should demonstrate appropriate procedures, a knowledge base, and conceptual understanding of scientific investigations.
      • Design and conduct scientific investigations. Designing and conducting a scientific investigation requires introduction to the major concepts in the area being investigated, proper equipment, safety precautions, assistance with methodological problems, recommendations for use of technologies, clarification of ideas that guide the inquiry, and scientific knowledge obtained from sources other than the actual investigation. The investigation may also require student clarification of the question, method, controls, and variables; student organization and display of data; student revision of methods and explanations; and a public presentation of the results with a critical response from peers. Regardless of the scientific investigation performed, students must use evidence, apply logic, and construct an argument for their proposed explanations. [View 1 Resources]
      • Use technology and mathematics to improve investigations and communications. A variety of technologies, such as hand tools, measuring instruments, and calculators, should be an integral component of scientific investigations. The use of computers for the collection, analysis, and display of data is also a part of this standard. Mathematics plays an essential role in all aspects of an inquiry. For example, measurement is used for posing questions, formulas are used for developing explanations, and charts and graphs are used for communicating results. [View 1 Resources]
      • Formulate and revise scientific explanations and models using logic and evidence. Student inquiries should culminate in formulating an explanation or model. Models should be physical, conceptual, and mathematical. In the process of answering the questions, the students should engage in discussions and arguments that result in the revision of their explanations. These discussions should be based on scientific knowledge, the use of logic, and evidence from their investigation. [View 3 Resources]
      • Recognize and analyze alternative explanations and models. This aspect of the standard emphasizes the critical abilities of analyzing an argument by reviewing current scientific understanding, weighing the evidence, and examining the logic so as to decide which explanations and models are best. In other words, although there may be several plausible explanations, they do not all have equal weight. Students should be able to use scientific criteria to find the preferred explanations.
      • Communicate and defend a scientific argument. Students in school science programs should develop the abilities associated with accurate and effective communication. These include writing and following procedures, expressing concepts, reviewing information, summarizing data, using language appropriately, developing diagrams and charts, explaining statistical analysis, speaking clearly and logically, constructing a reasoned argument, and responding appropriately to critical comments. [View 1 Resources]
    • Understandings About Scientific Inquiry [View 728 Resources]
      • Scientific investigations involve asking and answering a question and comparing the answer with what scientists already know about the world. [View 2 Resources]
      • Scientists use different kinds of investigations depending on the questions they are trying to answer. Types of investigations include describing objects, events, and organisms; classifying them; and doing a fair test (experimenting). [View 7 Resources]
      • Simple instruments, such as magnifiers, thermometers, and rulers, provide more information than scientists obtain using only their senses. [View 21 Resources]
      • Scientists develop explanations using observations (evidence) and what they already know about the world (scientific knowledge). Good explanations are based on evidence from investigations. [View 30 Resources]
      • Scientists make the results of their investigations public; they describe the investigations in ways that enable others to repeat the investigations.
      • Scientists review and ask questions about the results of other scientists' work.
      • Different kinds of questions suggest different kinds of scientific investigations. Some investigations involve observing and describing objects, organisms, or events; some involve collecting specimens; some involve experiments; some involve seeking more information; some involve discovery of new objects and phenomena; and some involve making models. [View 3 Resources]
      • Current scientific knowledge and understanding guide scientific investigations. Different scientific domains employ different models, core theories, and standards to advance scientific knowledge and understanding. [View 1 Resources]
      • Mathematics is important in all aspects of scientific inquiry.
      • Technology used to gather data enhances accuracy and allows scientists to analyze and quantify results of investigations.
      • Scientific explanations emphasize evidence, have logically consistent arguments, and use scientific principles, models, and theories. The scientific community accepts and uses such explanations until displaced by better scientific ones. When such displacement occurs, science advances. [View 10 Resources]
      • Science advances through legitimate skepticism. Asking questions and querying other scientists' explanations is part of scientific inquiry. Scientists evaluate the explanations proposed by other scientists by examining evidence, comparing evidence, identifying faulty reasoning, pointing out statements that go beyond the evidence, and suggesting alternative explanations for the same observations.
      • Scientific investigations sometimes result in new ideas and phenomena for study, generate new methods or procedures for an investigation, or develop new technologies to improve the collection of data. All of these results can lead to new investigations.
      • Scientists usually inquire about how physical, living, or designed systems function. Conceptual principles and knowledge guide scientific inquiries. Historical and current scientific knowledge influence the design and interpretation of investigations and the evaluation of proposed explanations made by other scientists.
      • Scientists conduct investigations for a wide variety of reasons. For example, they may wish to discover new aspects of the natural world, explain recently observed phenomena, or test the conclusions of prior investigations or the predictions of current theories.
      • Scientists rely on technology to enhance the gathering and manipulation of data. New techniques and tools provide new evidence to guide inquiry and new methods to gather data, thereby contributing to the advance of science. The accuracy and precision of the data, and therefore the quality of the exploration, depends on the technology used.
      • Mathematics is essential in scientific inquiry. Mathematical tools and models guide and improve the posing of questions, gathering data, constructing explanations and communicating results.
      • Scientific explanations must adhere to criteria such as: a proposed explanation must be logically consistent; it must abide by the rules of evidence; it must be open to questions and possible modification; and it must be based on historical and current scientific knowledge.
      • Results of scientific inquiry--new knowledge and methods--emerge from different types of investigations and public communication among scientists. In communicating and defending the results of scientific inquiry, arguments must be logical and demonstrate connections between natural phenomena, investigations, and the historical body of scientific knowledge. In addition, the methods and procedures that scientists used to obtain evidence must be clearly reported to enhance opportunities for further investigation.
  • Content Standard B: Physical Science [View 842 Resources]
    • Properties of Objects and Materials [View 222 Resources]
      • Objects have many observable properties, including size, weight, shape, color, temperature, and the ability to react with other substances. Those properties can be measured using tools, such as rulers, balances, and thermometers. [View 37 Resources]
      • Objects are made of one or more materials, such as paper, wood, and metal. Objects can be described by the properties of the materials from which they are made, and those properties can be used to separate or sort a group of objects or materials. [View 18 Resources]
      • Materials can exist in different states--solid, liquid, and gas. Some common materials, such as water, can be changed from one state to another by heating or cooling. [View 53 Resources]
    • Position and Motion of Objects [View 77 Resources]
      • The position of an object can be described by locating it relative to another object or the background. [View 6 Resources]
      • An object's motion can be described by tracing and measuring its position over time. [View 1 Resources]
      • The position and motion of objects can be changed by pushing or pulling. The size of the change is related to the strength of the push or pull.
      • Sound is produced by vibrating objects. The pitch of the sound can be varied by changing the rate of vibration.
    • Light, Heat, Electricity, and Magnetism [View 99 Resources]
      • Light travels in a straight line until it strikes an object. Light can be reflected by a mirror, refracted by a lens, or absorbed by the object. [View 10 Resources]
      • Heat can be produced in many ways, such as burning, rubbing, or mixing one substance with another. Heat can move from one object to another by conduction. [View 2 Resources]
      • Electricity in circuits can produce light, heat, sound, and magnetic effects. Electrical circuits require a complete loop through which an electrical current can pass.
      • Magnets attract and repel each other and certain kinds of other materials.
    • Properties and Changes of Properties in Matter [View 283 Resources]
      • A substance has characteristic properties, such as density, a boiling point, and solubility, all of which are independent of the amount of the sample. A mixture of substances often can be separated into the original substances using one or more of the characteristic properties. [View 2 Resources]
      • Substances react chemically in characteristic ways with other substances to form new substances (compounds) with different characteristic properties. In chemical reactions, the total mass is conserved. Substances often are placed in categories or groups if they react in similar ways; metals is an example of such a group.
      • Chemical elements do not break down during normal laboratory reactions involving such treatments as heating, exposure to electric current, or reaction with acids. There are more than 100 known elements that combine in a multitude of ways to produce compounds, which account for the living and nonliving substances that we encounter.
    • Motions and Forces [View 212 Resources]
      • The motion of an object can be described by its position, direction of motion, and speed. That motion can be measured and represented on a graph
      • An object that is not being subjected to a force will continue to move at a constant speed and in a straight line.
      • If more than one force acts on an object along a straight line, then the forces will reinforce or cancel one another, depending on their direction and magnitude. Unbalanced forces will cause changes in the speed or direction of an object's motion.
      • Objects change their motion only when a net force is applied. Laws of motion are used to calculate precisely the effects of forces on the motion of objects. The magnitude of the change in motion can be calculated using the relationship F = ma, which is independent of the nature of the force. Whenever one object exerts force on another, a force equal in magnitude and opposite in direction is exerted on the first object.
      • Gravitation is a universal force that each mass exerts on any other mass. The strength of the gravitational attractive force between two masses is porportional to the masses and inversely proportional to the square of the distance between them.
      • The electric force is a universal force that exists between any two charged objects. Opposite charges attract while like charges repel. The strength of the force is proportional to the charges, and, as with gravitation, inversely proportional to the square of the distance between them.
      • Between any two charged particles, electric force is vastly greater than the gravitational force. Most observable forces such as those exerted by a coiled spring or friction may be traced to electric forces acting between atoms and molecules.
      • Electricity and magnetism are two aspects of a single electromagnetic force. Moving electric charges produce magnetic forces, and moving magnets produce electric forces. These effects help students to understand electric motors and generators.
    • Transfer of Energy [View 248 Resources]
      • Energy is a property of many substances and is associated with heat, light, electricity, mechanical motion, sound, nuclei, and the nature of a chemical. Energy is transferred in many ways. [View 3 Resources]
      • Heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature. [View 5 Resources]
      • Light interacts with matter by transmission (including refraction), absorption, or scattering (including reflection). To see an object, light from that object--emitted by or scattered from it--must enter the eye. [View 2 Resources]
      • Electrical circuits provide a means of transferring electrical energy when heat, light, sound, and chemical changes are produced.
      • In most chemical and nuclear reactions, energy is transferred into or out of a system. Heat, light, mechanical motion, or electricity might all be involved in such transfers.
      • The sun is a major source of energy for changes on the earth's surface. The sun loses energy by emitting light. A tiny fraction of that light reaches the earth, transferring energy from the sun to the earth. The sun's energy arrives as light with a range of wavelengths, consisting of visible light, infrared, and ultraviolet radiation. [View 4 Resources]
    • Structure of Atoms [View 26 Resources]
      • Matter is made of minute particles called atoms, and atoms are composed of even smaller components. These components have measurable properties, such as mass and electrical charge. Each atom has a positively charged nucleus surrounded by negatively charged electrons. The electric force between the nucleus and electrons holds the atom together.
      • The atom's nucleus is composed of protons and neutrons, which are much more massive than electrons. When an element has atoms that differ in the number of neutrons, these atoms are called different isotopes of the element.
      • The nuclear forces that hold the nucleus of an atom together, at nuclear distances, are usually stronger than the electric forces that would make it fly apart. Nuclear reactions convert a fraction of the mass of interacting particles into energy, and they can release much greater amounts of energy than atomic interactions. Fission is the splitting of a large nucleus into smaller pieces. Fusion is the joining of two nuclei at extremely high temperature and pressure, and is the process responsible for the energy of the sun and other stars.
      • Radioactive isotopes are unstable and undergo spontaneous nuclear reactions, emitting particles and/or wavelike radiation. The decay of any one nucleus cannot be predicted, but a large group of identical nuclei decay at a predictable rate. This predictability can be used to estimate the age of materials that contain radioactive isotopes.
    • Structure and Properties of Matter [View 175 Resources]
      • Atoms interact with one another by transferring or sharing electrons that are furthest from the nucleus. These outer electrons govern the chemical properties of the element.
      • An element is composed of a single type of atom. When elements are listed in order according to the number of protons (called the atomic number), repeating patterns of physical and chemical properties identify families of elements with similar properties. This "Periodic Table" is a consequence of the repeating pattern of outermost electrons and their permitted energies.
      • Bonds between atoms are created when electrons are paired up by being transferred or shared. A substance composed of a single kind of atom is called an element. The atoms may be bonded together into molecules or crystalline solids. A compound is formed when two or more kinds of atoms bind together chemically.
      • The physical properties of compounds reflect the nature of the interactions among its molecules. These interactions are determined by the structure of the molecule, including the constituent atoms and the distances and angles between them.
      • Solids, liquids, and gases differ in the distances and angles between molecules or atoms and therefore the energy that binds them together. In solids the structure is nearly rigid; in liquids molecules or atoms move around each other but do not move apart; and in gases molecules or atoms move almost independently of each other and are mostly far apart.
      • Carbon atoms can bond to one another in chains, rings, and branching networks to form a variety of structures, including synthetic polymers, oils, and the large molecules essential to life.
    • Chemical Reactions [View 66 Resources]
      • Chemical reactions occur all around us, for example in health care, cooking, cosmetics, and automobiles. Complex chemical reactions involving carbon-based molecules take place constantly in every cell in our bodies.
      • Chemical reactions may release or consume energy. Some reactions such as the burning of fossil fuels release large amounts of energy by losing heat and by emitting light. Light can initiate many chemical reactions such as photosynthesis and the evolution of urban smog.
      • A large number of important reactions involve the transfer of either electrons (oxidation/reduction reactions) or hydrogen ions (acid/base reactions) between reacting ions, molecules, or atoms. In other reactions, chemical bonds are broken by heat or light to form very reactive radicals with electrons ready to form new bonds. Radical reactions control many processes such as the presence of ozone and greenhouse gases in the atmosphere, burning and processing of fossil fuels, the formation of polymers, and explosions.
      • Chemical reactions can take place in time periods ranging from the few femtoseconds (10-15 seconds) required for an atom to move a fraction of a chemical bond distance to geologic time scales of billions of years. Reaction rates depend on how often the reacting atoms and molecules encounter one another, on the temperature, and on the properties--including shape--of the reacting species.
      • Catalysts, such as metal surfaces, accelerate chemical reactions. Chemical reactions in living systems are catalyzed by protein molecules called enzymes.
    • Conservation of Energy and the Increase in Disorder [View 23 Resources]
      • The total energy of the universe is constant. Energy can be transferred by collisions in chemical and nuclear reactions, by light waves and other radiations, and in many other ways. However, it can never be destroyed. As these transfers occur, the matter involved becomes steadily less ordered.
      • All energy can be considered to be either kinetic energy, which is the energy of motion; potential energy, which depends on relative position; or energy contained by a field, such as electromagnetic waves.
      • Heat consists of random motion and the vibrations of atoms, molecules, and ions. The higher the temperature, the greater the atomic or molecular motion.
      • Everything tends to become less organized and less orderly over time. Thus, in all energy transfers, the overall effect is that the energy is spread out uniformly. Examples are the transfer of energy from hotter to cooler objects by conduction, radiation, or convection and the warming of our surroundings when we burn fuels.
    • Interactions of Energy and Matter [View 197 Resources]
      • Waves, including sound and seismic waves, waves on water, and light waves, have energy and can transfer energy when they interact with matter. [View 2 Resources]
      • Electromagnetic waves result when a charged object is accelerated or decelerated. Electromagnetic waves include radio waves (the longest wavelength), microwaves, infrared radiation (radiant heat), visible light, ultraviolet radiation, x-rays, and gamma rays. The energy of electromagnetic waves is carried in packets whose magnitude is inversely proportional to the wavelength.
      • Each kind of atom or molecule can gain or lose energy only in particular discrete amounts and thus can absorb and emit light only at wavelengths corresponding to these amounts. These wavelengths can be used to identify the substance.
      • In some materials, such as metals, electrons flow easily, whereas in insulating materials such as glass they can hardly flow at all. Semiconducting materials have intermediate behavior. At low temperatures some materials become superconductors and offer no resistance to the flow of electrons.
  • Content Standard C: Life Science [View 761 Resources]
    • The Characteristics of Organisms [View 206 Resources]
      • Organisms have basic needs. For example, animals need air, water, and food; plants require air, water, nutrients, and light. Organisms can survive only in environments in which their needs can be met. The world has many different environments, and distinct environments support the life of different types of organisms. [View 71 Resources]
      • Each plant or animal has different structures that serve different functions in growth, survival, and reproduction. For example, humans have distinct body structures for walking, holding, seeing, and talking. [View 21 Resources]
      • The behavior of individual organisms is influenced by internal cues (such as hunger) and by external cues (such as a change in the environment). Humans and other organisms have senses that help them detect internal and external cues. [View 16 Resources]
    • Life Cycles of Organisms [View 73 Resources]
      • Plants and animals have life cycles that include being born, developing into adults, reproducing, and eventually dying. The details of this life cycle are different for different organisms. [View 40 Resources]
      • Plants and animals closely resemble their parents.
      • Many characteristics of an organism are inherited from the parents of the organism, but other characteristics result from an individual's interactions with the environment. Inherited characteristics include the color of flowers and the number of limbs of an animal. Other features, such as the ability to ride a bicycle, are learned through interactions with the environment and cannot be passed on to the next generation. [View 1 Resources]
    • Organisms and Their Environments [View 208 Resources]
      • All animals depend on plants. Some animals eat plants for food. Other animals eat animals that eat the plants. [View 17 Resources]
      • An organism's patterns of behavior are related to the nature of that organism's environment, including the kinds and numbers of other organisms present, the availability of food and resources, and the physical characteristics of the environment. When the environment changes, some plants and animals survive and reproduce, and others die or move to new locations. [View 27 Resources]
      • All organisms cause changes in the environment where they live. Some of these changes are detrimental to the organism or other organisms, whereas others are beneficial. [View 1 Resources]
      • Humans depend on their natural and constructed environments. Humans change environments in ways that can be either beneficial or detrimental for themselves and other organisms. [View 7 Resources]
    • Structure and Function in Living Systems [View 164 Resources]
      • Living systems at all levels of organization demonstrate the complementary nature of structure and function. Important levels of organization for structure and function include cells, organs, tissues, organ systems, whole organisms, and ecosystems. [View 4 Resources]
      • All organisms are composed of cells--the fundamental unit of life. Most organisms are single cells; other organisms, including humans, are multicellular. [View 1 Resources]
      • Cells carry on the many functions needed to sustain life. They grow and divide, thereby producing more cells. This requires that they take in nutrients, which they use to provide energy for the work that cells do and to make the materials that a cell or an organism needs. [View 1 Resources]
      • Specialized cells perform specialized functions in multicellular organisms. Groups of specialized cells cooperate to form a tissue, such as a muscle. Different tissues are in turn grouped together to form larger functional units, called organs. Each type of cell, tissue, and organ has a distinct structure and set of functions that serve the organism as a whole. [View 1 Resources]
      • The human organism has systems for digestion, respiration, reproduction, circulation, excretion, movement, control, and coordination, and for protection from disease. These systems interact with one another. [View 1 Resources]
      • Disease is a breakdown in structures or functions of an organism. Some diseases are the result of intrinsic failures of the system. Others are the result of damage by infection by other organisms.
    • Reproduction and Heredity [View 25 Resources]
      • Reproduction is a characteristic of all living systems; because no individual organism lives forever, reproduction is essential to the continuation of every species. Some organisms reproduce asexually. Other organisms reproduce sexually. [View 2 Resources]
      • In many species, including humans, females produce eggs and males produce sperm. Plants also reproduce sexually--the egg and sperm are produced in the flowers of flowering plants. An egg and sperm unite to begin development of a new individual. That new individual receives genetic information from its mother (via the egg) and its father (via the sperm). Sexually produced offspring never are identical to either of their parents.
      • Every organism requires a set of instructions for specifying its traits. Heredity is the passage of these instructions from one generation to another.
      • Hereditary information is contained in genes, located in the chromosomes of each cell. Each gene carries a single unit of information. An inherited trait of an individual can be determined by one or by many genes, and a single gene can influence more than one trait. A human cell contains many thousands of different genes.
      • The characteristics of an organism can be described in terms of a combination of traits. Some traits are inherited and others result from interactions with the environment.
    • Regulation and Behavior [View 84 Resources]
      • All organisms must be able to obtain and use resources, grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment. [View 9 Resources]
      • Regulation of an organism's internal environment involves sensing the internal environment and changing physiological activities to keep conditions within the range required to survive. [View 5 Resources]
      • Behavior is one kind of response an organism can make to an internal or environmental stimulus. A behavioral response requires coordination and communication at many levels, including cells, organ systems, and whole organisms. Behavioral response is a set of actions determined in part by heredity and in part from experience. [View 8 Resources]
      • An organism's behavior evolves through adaptation to its environment. How a species moves, obtains food, reproduces, and responds to danger are based in the species' evolutionary history. [View 1 Resources]
    • Populations and Ecosystems [View 287 Resources]
      • A population consists of all individuals of a species that occur together at a given place and time. All populations living together and the physical factors with which they interact compose an ecosystem.
      • Populations of organisms can be categorized by the function they serve in an ecosystem. Plants and some micro-organisms are producers--they make their own food. All animals, including humans, are consumers, which obtain food by eating other organisms. Decomposers, primarily bacteria and fungi, are consumers that use waste materials and dead organisms for food. Food webs identify the relationships among producers, consumers, and decomposers in an ecosystem. [View 1 Resources]
      • For ecosystems, the major source of energy is sunlight. Energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis. That energy then passes from organism to organism in food webs. [View 5 Resources]
      • The number of organisms an ecosystem can support depends on the resources available and abiotic factors, such as quantity of light and water, range of temperatures, and soil composition. Given adequate biotic and abiotic resources and no disease or predators, populations (including humans) increase at rapid rates. Lack of resources and other factors, such as predation and climate, limit the growth of populations in specific niches in the ecosystem. [View 3 Resources]
    • Diversity and Adaptations of Organisms [View 214 Resources]
      • Millions of species of animals, plants, and microorganisms are alive today. Although different species might look dissimilar, the unity among organisms becomes apparent from an analysis of internal structures, the similarity of their chemical processes, and the evidence of common ancestry. [View 2 Resources]
      • Biological evolution accounts for the diversity of species developed through gradual processes over many generations. Species acquire many of their unique characteristics through biological adaptation, which involves the selection of naturally occurring variations in populations. Biological adaptations include changes in structures, behaviors, or physiology that enhance survival and reproductive success in a particular environment.
      • Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to allow its survival. Fossils indicate that many organisms that lived long ago are extinct. Extinction of species is common; most of the species that have lived on the earth no longer exist. [View 6 Resources]
    • The Cell [View 9 Resources]
      • Cells have particular structures that underlie their functions. Every cell is surrounded by a membrane that separates it from the outside world. Inside the cell is a concentrated mixture of thousands of different molecules which form a variety of specialized structures that carry out such cell functions as energy production, transport, of molecules, waste disposal, synthesis of new molecules, and the storage of genetic material. [View 1 Resources]
      • Most cell functions involve chemical reactions. Food molecules taken into cells react to provide the chemical constituents needed to synthesize other molecules. Both breakdown and synthesis are made possible by a large set of protein catalysts, called enzymes. The breakdown of some of the food molecules enables the cell to store energy in specific chemicals that are used to carry out the many functions of the cell.
      • Cells store and use information to guide their functions. The genetic information stored in DNA is used to direct the synthesis of the thousands of proteins that each cell requires. [View 1 Resources]
      • Cell functions are regulated. Regulation occurs both through changes in the activity of the functions performed by proteins and through the selective expression of individual genes. This regulation allows cells to respond to their environment and to control and coordinate cell growth and division. [View 1 Resources]
      • Plant cells contain chloroplasts, the site of photosynthesis. Plants and many microorganisms use solar energy to combine molecules of carbon dioxide and water into complex, energy-rich organic compounds and release oxygen to the environment. This process of photosynthesis provides a vital connection between the sun and the energy needs of living systems. [View 1 Resources]
      • Cells can differentiate, and complex multicellular organisms are formed as a highly organized arrangement of differentiated cells. In the development of these multicellular organisms, the progeny from a single cell form an embryo in which the cells multiply and differentiate to form the many specialized cells, tissues and organs that comprise the final organism. This differentiation is regulated through the expression of different genes. [View 1 Resources]
    • The Molecular Basis of Heredity [View 12 Resources]
      • In all organisms, the instructions for specifying the characteristics of the organism are carried in DNA, a large polymer formed from subunits of four kinds (A, G, C, and T). The chemical and structural properties of DNA explain how the genetic information that underlies heredity is both encoded in genes (as a string of molecular "letters" ) and replicated (by a templating mechanism). Each DNA molecule in a cell forms a single chromosome. [View 1 Resources]
      • Most of the cells in a human contain two copies of each of 22 different chromosomes. In addition, there is a pair of chromosomes that determines sex: a female contains two X chromosomes and a male contains one X and one Y chromosome. Transmission of genetic information to offspring occurs through egg and sperm cells that contain only one representative from each chromosome pair. An egg and a sperm unite to form a new individual. The fact that the human body is formed from cells that contain two copies of each chromosome — and therefore two copies of each gene — explains many features of human heredity, such as how variations that are hidden in one generation can be expressed in the next. [View 1 Resources]
      • Changes in DNA (mutations) occur spontaneously at low rates. Some of these changes make no difference to the organism, whereas others can change cells and organisms. Only mutations in germ cells can create the variation that changes an organism's offspring. [View 1 Resources]
    • Biological Evolution [View 153 Resources]
      • Species evolve over time. Evolution is the consequence of the interactions of (1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life, and (4) the ensuing selection by the environment of those offspring better able to survive and leave offspring. [View 2 Resources]
      • The great diversity of organisms is the result of more than 3.5 billion years of evolution that has filled every available niche with life forms [View 1 Resources]
      • Natural selection and its evolutionary consequences provide a scientific explanation for the fossil record of ancient life forms, as well as for the striking molecular similarities observed among the diverse species of living organisms. [View 1 Resources]
      • The millions of different species of plants, animals, and microorganisms that live on earth today are related by descent from common ancestors. [View 1 Resources]
      • Biological classifications are based on how organisms are related. Organisms are classified into a hierarchy of groups and subgroups based on similarities which reflect their evolutionary relationships. Species is the most fundamental unit of classification. [View 2 Resources]
    • The Interdependence of Organisms [View 153 Resources]
      • The atoms and molecules on the earth cycle among the living and nonliving components of the biosphere.
      • Energy flows through ecosystems in one direction, from photosynthetic organisms to herbivores to carnivores and decomposers.
      • Organisms both cooperate and compete in ecosystems. The interrelationships and interdependencies of these organisms may generate ecosystems that are stable for hundreds or thousands of years. [View 1 Resources]
      • Living organisms have the capacity to produce populations of infinite size, but environments and resources are finite. This fundamental tension has profound effects on the interactions between organisms.
      • Human beings live within the world's ecosystems. Increasingly, humans modify ecosystems as a result of population growth, technology, and consumption. Human destruction of habitats through direct harvesting, pollution, atmospheric changes, and other factors is threatening current global stability, and if not addressed, ecosystems will be irreversibly affected.
    • Matter, Energy, and Organization in Living Systems [View 156 Resources]
      • All matter tends toward more disorganized states. Living systems require a continuous input of energy to maintain their chemical and physical organizations. With death, and the cessation of energy input, living systems rapidly disintegrate.
      • The energy for life primarily derives from the sun. Plants capture energy by absorbing light and using it to form strong (covalent) chemical bonds between the atoms of carbon-containing (organic) molecules. These molecules can be used to assemble larger molecules with biological activity (including proteins, DNA, sugars, and fats). In addition, the energy stored in bonds between the atoms (chemical energy) can be used as sources of energy for life processes.
      • The chemical bonds of food molecules contain energy. Energy is released when the bonds of food molecules are broken and new compounds with lower energy bonds are formed. Cells usually store this energy temporarily in phosphate bonds of a small high-energy compound called ATP.
      • The complexity and organization of organisms accommodates the need for obtaining, transforming, transporting, releasing, and eliminating the matter and energy used to sustain the organism.
      • The distribution and abundance of organisms and populations in ecosystems are limited by the availability of matter and energy and the ability of the ecosystem to recycle materials.
      • As matter and energy flow through different levels of organization of living systems--cells, organs, organisms, communities--and between living systems and the physical environment, chemical elements are recombined in different ways. Each recombination results in storage and dissipation of energy into the environment as heat. Matter and energy are conserved in each change.
    • The Behavior of Organisms [View 102 Resources]
      • Multicellular animals have nervous systems that generate behavior. Nervous systems are formed from specialized cells that conduct signals rapidly through the long cell extensions that make up nerves. The nerve cells communicate with each other by secreting specific excitatory and inhibitory molecules. In sense organs, specialized cells detect light, sound, and specific chemicals and enable animals to monitor what is going on in the world around them.
      • Organisms have behavioral responses to internal changes and to external stimuli. Responses to external stimuli can result from interactions with the organism's own species and others, as well as environmental changes; these responses either can be innate or learned. The broad patterns of behavior exhibited by animals have evolved to ensure reproductive success. Animals often live in unpredictable environments, and so their behavior must be flexible enough to deal with uncertainty and change. Plants also respond to stimuli. [View 1 Resources]
      • Like other aspects of an organism's biology, behaviors have evolved through natural selection. Behaviors often have an adaptive logic when viewed in terms of evolutionary principles.
      • Behavioral biology has implications for humans, as it provides links to psychology, sociology, and anthropology.
  • Content Standard D: Earth and Space Science [View 1756 Resources]
    • Properties of Earth Materials [View 256 Resources]
      • Earth materials are solid rocks and soils, water, and the gases of the atmosphere. The varied materials have different physical and chemical properties, which make them useful in different ways, for example, as building materials, as sources of fuel, or for growing the plants we use as food. Earth materials provide many of the resources that humans use. [View 5 Resources]
      • Soils have properties of color and texture, capacity to retain water, and ability to support the growth of many kinds of plants, including those in our food supply.
      • Fossils provide evidence about the plants and animals that lived long ago and the nature of the environment at that time. [View 10 Resources]
    • Objects in the Sky [View 167 Resources]
      • The sun, moon, stars, clouds, birds, and airplanes all have properties, locations, and movements that can be observed and described. [View 4 Resources]
      • The sun provides the light and heat necessary to maintain the temperature of the earth. [View 7 Resources]
    • Changes in the Earth and Sky [View 382 Resources]
      • The surface of the earth changes. Some changes are due to slow processes, such as erosion and weathering, and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes. [View 4 Resources]
      • Weather changes from day to day and over the seasons. Weather can be described by measurable quantities, such as temperature, wind direction and speed, and precipitation. [View 22 Resources]
      • Objects in the sky have patterns of movement. The sun, for example, appears to move across the sky in the same way every day, but its path changes slowly over the seasons. The moon moves across the sky on a daily basis much like the sun. The observable shape of the moon changes from day to day in a cycle that lasts about a month. [View 2 Resources]
    • Structure of the Earth System [View 884 Resources]
      • The solid earth is layered with a lithosphere; hot, convecting mantle; and dense, metallic core. [View 3 Resources]
      • Lithospheric plates on the scales of continents and oceans constantly move at rates of centimeters per year in response to movements in the mantle. Major geological events, such as earthquakes, volcanic eruptions, and mountain building, result from these plate motions. [View 3 Resources]
      • Land forms are the result of a combination of constructive and destructive forces. Constructive forces include crustal deformation, volcanic eruption, and deposition of sediment, while destructive forces include weathering and erosion. [View 5 Resources]
      • Some changes in the solid earth can be described as the "rock cycle." Old rocks at the earth's surface weather, forming sediments that are buried, then compacted, heated, and often recrystallized into new rock. Eventually, those new rocks may be brought to the surface by the forces that drive plate motions, and the rock cycle continues. [View 2 Resources]
      • Soil consists of weathered rocks and decomposed organic material from dead plants, animals, and bacteria. Soils are often found in layers, with each having a different chemical composition and texture.
      • Water, which covers the majority of the earth's surface, circulates through the crust, oceans, and atmosphere in what is known as the "water cycle." Water evaporates from the earth's surface, rises and cools as it moves to higher elevations, condenses as rain or snow, and falls to the surface where it collects in lakes, oceans, soil, and in rocks underground. [View 3 Resources]
      • Water is a solvent. As it passes through the water cycle it dissolves minerals and gases and carries them to the oceans. [View 1 Resources]
      • The atmosphere is a mixture of nitrogen, oxygen, and trace gases that include water vapor. The atmosphere has different properties at different elevations.
      • Clouds, formed by the condensation of water vapor, affect weather and climate. [View 1 Resources]
      • Global patterns of atmospheric movement influence local weather. Oceans have a major effect on climate, because water in the oceans holds a large amount of heat. [View 2 Resources]
      • Living organisms have played many roles in the earth system, including affecting the composition of the atmosphere, producing some types of rocks, and contributing to the weathering of rocks. [View 1 Resources]
    • Earth's History [View 216 Resources]
      • The earth processes we see today, including erosion, movement of lithospheric plates, and changes in atmospheric composition, are similar to those that occurred in the past. Earth history is also influenced by occasional catastrophes, such as the impact of an asteroid or comet. [View 1 Resources]
      • Fossils provide important evidence of how life and environmental conditions have changed. [View 3 Resources]
    • Earth in the Solar System [View 277 Resources]
      • The earth is the third planet from the sun in a system that includes the moon, the sun, eight other planets and their moons, and smaller objects, such as asteroids and comets. The sun, an average star, is the central and largest body in the solar system.
      • Most objects in the solar system are in regular and predictable motion. Those motions explain such phenomena as the day, the year, phases of the moon, and eclipses. [View 4 Resources]
      • Gravity is the force that keeps planets in orbit around the sun and governs the rest of the motion in the solar system. Gravity alone holds us to the earth's surface and explains the phenomena of the tides. [View 1 Resources]
      • The sun is the major source of energy for phenomena on the earth's surface, such as growth of plants, winds, ocean currents, and the water cycle. Seasons result from variations in the amount of the sun's energy hitting the surface, due to the tilt of the earth's rotation on its axis and the length of the day. [View 5 Resources]
    • Energy in the Earth System [View 578 Resources]
      • Earth systems have internal and external sources of energy, both of which create heat. The sun is the major external source of energy. Two primary sources of internal energy are the decay of radioactive isotopes and the gravitational energy from the earth's original formation.
      • The outward transfer of earth's internal heat drives convection circulation in the mantle that propels the plates comprising earth's surface across the face of the globe.
      • Heating of earth's surface and atmosphere by the sun drives convection within the atmosphere and oceans, producing winds and ocean currents.
      • Global climate is determined by energy transfer from the sun at and near the earth's surface. This energy transfer is influenced by dynamic processes such as cloud cover and the earth's rotation, and static conditions such as the position of mountain ranges and oceans.
    • Geochemical Cycles [View 104 Resources]
      • The earth is a system containing essentially a fixed amount of each stable chemical atom or element. Each element can exist in several different chemical reservoirs. Each element on earth moves among reservoirs in the solid earth, oceans, atmosphere, and organisms as part of geochemical cycles. [View 1 Resources]
      • Movement of matter between reservoirs is driven by the earth's internal and external sources of energy. These movements are often accompanied by a change in the physical and chemical properties of the matter. Carbon, for example, occurs in carbonate rocks such as limestone, in the atmosphere as carbon dioxide gas, in water as dissolved carbon dioxide, and in all organisms as complex molecules that control the chemistry of life. [View 1 Resources]
    • The Origin and Evolution of the Earth System [View 427 Resources]
      • The sun, the earth, and the rest of the solar system formed from a nebular cloud of dust and gas 4.6 billion years ago. The early earth was very different from the planet we live on today.
      • Geologic time can be estimated by observing rock sequences and using fossils to correlate the sequences at various locations. Current methods include using the known decay rates of radioactive isotopes present in rocks to measure the time since the rock was formed.
      • Interactions among the solid earth, the oceans, the atmosphere, and organisms have resulted in the ongoing evolution of the earth system. We can observe some changes such as earthquakes and volcanic eruptions on a human time scale, but many processes such as mountain building and plate movements take place over hundreds of millions of years.
      • Evidence for one-celled forms of life--the bacteria--extends back more than 3.5 billion years. The evolution of life caused dramatic changes in the composition of the earth's atmosphere, which did not originally contain oxygen.
    • The Origin and Evolution of the Universe [View 170 Resources]
      • The origin of the universe remains one of the greatest questions in science. The "big bang" theory places the origin between 10 and 20 billion years ago, when the universe began in a hot dense state; according to this theory, the universe has been expanding ever since.
      • Early in the history of the universe, matter, primarily the light atoms hydrogen and helium, clumped together by gravitational attraction to form countless trillions of stars. Billions of galaxies, each of which is a gravitationally bound cluster of billions of stars, now form most of the visible mass in the universe.
      • Stars produce energy from nuclear reactions, primarily the fusion of hydrogen to form helium. These and other processes in stars have led to the formation of all the other elements.
  • Content Standard E: Science and Technology [View 633 Resources]
    • Abilities of Technological Design [View 261 Resources]
      • Identify a simple problem. In problem identification, children should develop the ability to explain a problem in their own words and identify a specific task and solution related to the problem. [View 1 Resources]
      • Propose a solution. Students should make proposals to build something or get something to work better; they should be able to describe and communicate their ideas. Students should recognize that designing a solution might have constraints, such as cost, materials, time, space, or safety. [View 1 Resources]
      • Implementing proposed solutions. Children should develop abilities to work individually and collaboratively and to use suitable tools, techniques, and quantitative measurements when appropriate. Students should demonstrate the ability to balance simple constraints in problem solving. [View 1 Resources]
      • Evaluate a product or design. Students should evaluate their own results or solutions to problems, as well as those of other children, by considering how well a product or design met the challenge to solve a problem. When possible, students should use measurements and include constraints and other criteria in their evaluations. They should modify designs based on the results of evaluations. [View 1 Resources]
      • Communicate a problem, design, and solution. Student abilities should include oral, written, and pictorial communication of the design process and product. The communication might be show and tell, group discussions, short written reports, or pictures, depending on the students' abilities and the design project. [View 1 Resources]
      • Identify appropriate problems for technological design. Students should develop their abilities by identifying a specified need, considering its various aspects, and talking to different potential users or beneficiaries. They should appreciate that for some needs, the cultural backgrounds and beliefs of different groups can affect the criteria for a suitable product.
      • Design a solution or product. Students should make and compare different proposals in the light of the criteria they have selected. They must consider constraints--such as cost, time, trade-offs, and materials needed--and communicate ideas with drawings and simple models.
      • Implement a proposed design. Students should organize materials and other resources, plan their work, make good use of group collaboration where appropriate, choose suitable tools and techniques, and work with appropriate measurement methods to ensure adequate accuracy.
      • Evaluate completed technological designs or products. Students should use criteria relevant to the original purpose or need, consider a variety of factors that might affect acceptability and suitability for intended users or beneficiaries, and develop measures of quality with respect to such criteria and factors; they should also suggest improvements and, for their own products, try proposed modifications.
      • Communicate the process of technological design. Students should review and describe any completed piece of work and identify the stages of problem identification, solution design, implementation, and evaluation.
      • Identify a problem or design an opportunity. Students should be able to identify new problems or needs and to change and improve current technological designs.
      • Propose designs and choose between alternative solutions. Students should demonstrate thoughtful planning for a piece of technology or technique. Students should be introduced to the roles of models and simulations in these processes.
      • Implement a proposed solution. A variety of skills can be needed in proposing a solution depending on the type of technology that is involved. The construction of artifacts can require the skills of cutting, shaping, treating, and joining common materials--such as wood, metal, plastics, and textiles. Solutions can also be implemented using computer software.
      • Evaluate the solution and its consequences. Students should test any solution against the needs and criteria it was designed to meet. At this stage, new criteria not originally considered may be reviewed.
      • Communicate the problem, process, and solution. Students should present their results to students, teachers, and others in a variety of ways, such as orally, in writing, and in other forms — including models, diagrams, and demonstrations.
    • Understandings About Science and Technology [View 519 Resources]
      • People have always had questions about their world. Science is one way of answering questions and explaining the natural world. [View 10 Resources]
      • People have always had problems and invented tools and techniques (ways of doing something) to solve problems. Trying to determine the effects of solutions helps people avoid some new problems. [View 15 Resources]
      • Scientists and engineers often work in teams with different individuals doing different things that contribute to the results. This understanding focuses primarily on teams working together and secondarily, on the combination of scientist and engineer teams. [View 7 Resources]
      • Women and men of all ages, backgrounds, and groups engage in a variety of scientific and technological work. [View 14 Resources]
      • Tools help scientists make better observations, measurements, and equipment for investigations. They help scientists see, measure, and do things that they could not otherwise see, measure, and do. [View 11 Resources]
      • Scientific inquiry and technological design have similarities and differences. Scientists propose explanations for questions about the natural world, and engineers propose solutions relating to human problems, needs, and aspirations. Technological solutions are temporary; technologies exist within nature and so they cannot contravene physical or biological principles; technological solutions have side effects; and technologies cost, carry risks, and provide benefits.
      • Many different people in different cultures have made and continue to make contributions to science and technology.
      • Science and technology are reciprocal. Science helps drive technology, as it addresses questions that demand more sophisticated instruments and provides principles for better instrumentation and technique. Technology is essential to science, because it provides instruments and techniques that enable observations of objects and phenomena that are otherwise unobservable due to factors such as quantity, distance, location, size, and speed. Technology also provides tools for investigations, inquiry, and analysis. [View 1 Resources]
      • Perfectly designed solutions do not exist. All technological solutions have trade-offs, such as safety, cost, efficiency, and appearance. Engineers often build in back-up systems to provide safety. Risk is part of living in a highly technological world. Reducing risk often results in new technology.
      • Technological designs have constraints. Some constraints are unavoidable, for example, properties of materials, or effects of weather and friction; other constraints limit choices in the design, for example, environmental protection, human safety, and aesthetics.
      • Technological solutions have intended benefits and unintended consequences. Some consequences can be predicted, others cannot.
      • Scientists in different disciplines ask different questions, use different methods of investigation, and accept different types of evidence to support their explanations. Many scientific investigations require the contributions of individuals from different disciplines, including engineering. New disciplines of science, such as geophysics and biochemistry often emerge at the interface of two older disciplines.
      • Science often advances with the introduction of new technologies. Solving technological problems often results in new scientific knowledge. New technologies often extend the current levels of scientific understanding and introduce new areas of research.
      • Creativity, imagination, and a good knowledge base are all required in the work of science and engineering.
      • Science and technology are pursued for different purposes. Scientific inquiry is driven by the desire to understand the natural world, and technological design is driven by the need to meet human needs and solve human problems. Technology, by its nature, has a more direct effect on society than science because its purpose is to solve human problems, help humans adapt, and fulfill human aspirations. Technological solutions may create new problems. Science, by its nature, answers questions that may or may not directly influence humans. Sometimes scientific advances challenge people's beliefs and practical explanations concerning various aspects of the world.
      • Technological knowledge is often not made public because of patents and the financial potential of the idea or invention. Scientific knowledge is made public through presentations at professional meetings and publications in scientific journals.
    • Abilities to Distinguish Between Natural Objects and Objects Made by Humans [View 36 Resources]
      • Some objects occur in nature; others have been designed and made by people to solve human problems and enhance the quality of life.
      • Objects can be categorized into two groups, natural and designed.
  • Content Standard F: Science in Personal and Social Perspectives [View 1203 Resources]
    • Characteristics and Changes in Populations [View 12 Resources]
      • Human populations include groups of individuals living in a particular location. One important characteristic of a human population is the population density--the number of individuals of a particular population that lives in a given amount of space.
      • The size of a human population can increase or decrease. Populations will increase unless other factors such as disease or famine decrease the population.
    • Types of Resources [View 88 Resources]
      • Resources are things that we get from the living and nonliving environment to meet the needs and wants of a population. [View 2 Resources]
      • Some resources are basic materials, such as air, water, and soil; some are produced from basic resources, such as food, fuel, and building materials; and some resources are nonmaterial, such as quiet places, beauty, security and safety. [View 2 Resources]
      • The supply of many resources is limited. If used, resources can be extended through recycling and decreased use. [View 1 Resources]
    • Changes in Environments [View 200 Resources]
      • Environments are the space, conditions, and factors that affect an individual's and a population's ability to survive and their quality of life. [View 12 Resources]
      • Changes in environments can be natural or influenced by humans. Some changes are good, some are bad, and some are neither good nor bad. Pollution is a change in the environment that can influence the health, survival, or activities of organisms, including humans. [View 16 Resources]
      • Some environmental changes occur slowly, and others occur rapidly. Students should understand the different consequences of changing environments in small increments over long periods as compared with changing environments in large increments over short periods. [View 12 Resources]
    • Science and Technology in Local Challenges [View 86 Resources]
      • People continue inventing new ways of doing things, solving problems, and getting work done. New ideas and inventions often affect other people; sometimes the effects are good and sometimes they are bad. It is helpful to try to determine in advance how ideas and inventions will affect other people. [View 1 Resources]
      • Science and technology have greatly improved food quality and quantity, transportation, health, sanitation, and communication. These benefits of science and technology are not available to all of the people in the world.
    • Personal Health [View 70 Resources]
      • Safety and security are basic needs of humans. Safety involves freedom from danger, risk, or injury. Security involves feelings of confidence and lack of anxiety and fear. Student understandings include following safety rules for home and school, preventing abuse and neglect, avoiding injury, knowing whom to ask for help, and when and how to say no.
      • Individuals have some responsibility for their own health. Students should engage in personal care--dental hygiene, cleanliness, and exercise--that will maintain and improve health. Understandings include how communicable diseases, such as colds, are transmitted and some of the body's defense mechanisms that prevent or overcome illness.
      • Nutrition is essential to health. Students should understand how the body uses food and how various foods contribute to health. Recommendations for good nutrition include eating a variety of foods, eating less sugar, and eating less fat.
      • Different substances can damage the body and how it functions. Such substances include tobacco, alcohol, over-the-counter medicines, and illicit drugs. Students should understand that some substances, such as prescription drugs, can be beneficial, but that any substance can be harmful if used inappropriately.
      • Regular exercise is important to the maintenance and improvement of health. The benefits of physical fitness include maintaining healthy weight, having energy and strength for routine activities, good muscle tone, bone strength, strong heart/lung systems, and improved mental health. Personal exercise, especially developing cardiovascular endurance, is the foundation of physical fitness.
      • The potential for accidents and the existence of hazards imposes the need for injury prevention. Safe living involves the development and use of safety precautions and the recognition of risk in personal decisions. Injury prevention has personal and social dimensions.
      • The use of tobacco increases the risk of illness. Students should understand the influence of short-term social and psychological factors that lead to tobacco use, and the possible long-term detrimental effects of smoking and chewing tobacco.
      • Alcohol and other drugs are often abused substances. Such drugs change how the body functions and can lead to addiction.
      • Food provides energy and nutrients for growth and development. Nutrition requirements vary with body weight, age, sex, activity, and body functioning.
      • Sex drive is a natural human function that requires understanding. Sex is also a prominent means of transmitting diseases. The diseases can be prevented through a variety of precautions.
      • Natural environments may contain substances (for example, radon and lead) that are harmful to human beings. Maintaining environmental health involves establishing or monitoring quality standards related to use of soil, water, and air.
    • Populations, Resources, and Environments [View 411 Resources]
      • When an area becomes overpopulated, the environment will become degraded due to the increased use of resources.
      • Causes of environmental degradation and resource depletion vary from region to region and from country to country.
    • Natural Hazards [View 332 Resources]
      • Internal and external processes of the earth system cause natural hazards, events that change or destroy human and wildlife habitats, damage property, and harm or kill humans. Natural hazards include earthquakes, landslides, wildfires, volcanic eruptions, floods, storms, and even possible impacts of asteroids.
      • Human activities also can induce hazards through resource acquisition, urban growth, land-use decisions, and waste disposal. Such activities can accelerate many natural changes. [View 1 Resources]
      • Natural hazards can present personal and societal challenges because misidentifying the change or incorrectly estimating the rate and scale of change may result in either too little attention and significant human costs or too much cost for unneeded preventive measures.
    • Risks and Benefits [View 89 Resources]
      • Risk analysis considers the type of hazard and estimates the number of people that might be exposed and the number likely to suffer consequences. The results are used to determine the options for reducing or eliminating risks.
      • Students should understand the risks associated with natural hazards (fires, floods, tornadoes, hurricanes, earthquakes, and volcanic eruptions), with chemical hazards (pollutants in air, water, soil, and food), with biological hazards (pollen, viruses, bacterial, and parasites), social hazards (occupational safety and transportation), and with personal hazards (smoking, dieting, and drinking).
      • Individuals can use a systematic approach to thinking critically about risks and benefits. Examples include applying probability estimates to risks and comparing them to estimated personal and social benefits.
      • Important personal and social decisions are made based on perceptions of benefits and risks.
    • Science and Technology in Society [View 240 Resources]
      • Science influences society through its knowledge and world view. Scientific knowledge and the procedures used by scientists influence the way many individuals in society think about themselves, others, and the environment. The effect of science on society is neither entirely beneficial nor entirely detrimental.
      • Societal challenges often inspire questions for scientific research, and social priorities often influence research priorities through the availability of funding for research.
      • Technology influences society through its products and processes. Technology influences the quality of life and the ways people act and interact. Technological changes are often accompanied by social, political, and economic changes that can be beneficial or detrimental to individuals and to society. Social needs, attitudes, and values influence the direction of technological development.
      • Science and technology have advanced through contributions of many different people, in different cultures, at different times in history. Science and technology have contributed enormously to economic growth and productivity among societies and groups within societies.
      • Scientists and engineers work in many different settings, including colleges and universities, businesses and industries, specific research institutes, and government agencies. [View 1 Resources]
      • Scientists and engineers have ethical codes requiring that human subjects involved with research be fully informed about risks and benefits associated with the research before the individuals choose to participate. This ethic extends to potential risks to communities and property. In short, prior knowledge and consent are required for research involving human subjects or potential damage to property.
      • Science cannot answer all questions and technology cannot solve all human problems or meet all human needs. Students should understand the difference between scientific and other questions. They should appreciate what science and technology can reasonably contribute to society and what they cannot do. For example, new technologies often will decrease some risks and increase others.
    • Personal and Community Health [View 35 Resources]
      • Hazards and the potential for accidents exist. Regardless of the environment, the possibility of injury, illness, disability, or death may be present. Humans have a variety of mechanisms--sensory, motor, emotional, social, and technological--that can reduce and modify hazards.
      • The severity of disease symptoms is dependent on many factors, such as human resistance and the virulence of the disease-producing organism. Many diseases can be prevented, controlled, or cured. Some diseases, such as cancer, result from specific body dysfunctions and cannot be transmitted.
      • Personal choice concerning fitness and health involves multiple factors. Personal goals, peer and social pressures, ethnic and religious beliefs, and understanding of biological consequences can all influence decisions about health practices.
      • An individual's mood and behavior may be modified by substances. The modification may be beneficial or detrimental depending on the motives, type of substance, duration of use, pattern of use, level of influence, and short- and long-term effects. Students should understand that drugs can result in physical dependence and can increase the risk of injury, accidents, and death.
      • Selection of foods and eating patterns determine nutritional balance. Nutritional balance has a direct effect on growth and development and personal well-being. Personal and social factors--such as habits, family income, ethnic heritage, body size, advertising, and peer pressure--influence nutritional choices.
      • Families serve basic health needs, especially for young children. Regardless of the family structure, individuals have families that involve a variety of physical, mental, and social relationships that influence the maintenance and improvement of health.
      • Sexuality is basic to the physical, mental, and social development of humans. Students should understand that human sexuality involves biological functions, psychological motives, and cultural, ethnic, religious, and technological influences. Sex is a basic and powerful force that has consequences to individuals' health and to society. Students should understand various methods of controlling the reproduction process and that each method has a different type of effectiveness and different health and social consequences.
    • Population Growth [View 23 Resources]
      • Populations grow or decline through the combined effects of births and deaths, and through emigration and immigration. Populations can increase through linear or exponential growth, with effects on resource use and environmental pollution.
      • Various factors influence birth rates and fertility rates, such as average levels of affluence and education, importance of children in the labor force, education and employment of women, infant mortality rates, costs of raising children, availability and reliability of birth control methods, and religious beliefs and cultural norms that influence personal decisions about family size.
      • Populations can reach limits to growth. Carrying capacity is the maximum number of individuals that can be supported in a given environment. The limitation is not the availability of space, but the number of people in relation to resources and the capacity of earth systems to support human beings. Changes in technology can cause significant changes, either positive or negative, in carrying capacity.
    • Natural Resources [View 277 Resources]
      • Human populations use resources in the environment in order to maintain and improve their existence. Natural resources have been and will continue to be used to maintain human populations.
      • The earth does not have infinite resources; increasing human consumption places severe stress on the natural processes that renew some resources, and it depletes those resources that cannot be renewed.
      • Humans use many natural systems as resources. Natural systems have the capacity to reuse waste, but that capacity is limited. Natural systems can change to an extent that exceeds the limits of organisms to adapt naturally or humans to adapt technologically.
    • Environmental Quality [View 360 Resources]
      • Natural ecosystems provide an array of basic processes that affect humans. Those processes include maintenance of the quality of the atmosphere, generation of soils, control of the hydrologic cycle, disposal of wastes, and recycling of nutrients. Humans are changing many of these basic processes, and the changes may be detrimental to humans.
      • Materials from human societies affect both physical and chemical cycles of the earth.
      • Many factors influence environmental quality. Factors that students might investigate include population growth, resource use, population distribution, overconsumption, the capacity of technology to solve problems, poverty, the role of economic, political, and religious views, and different ways humans view the earth.
    • Natural and Human-Induced Hazards [View 469 Resources]
      • Normal adjustments of earth may be hazardous for humans. Humans live at the interface between the atmosphere driven by solar energy and the upper mantle where convection creates changes in the earth's solid crust. As societies have grown, become stable, and come to value aspects of the environment, vulnerability to natural processes of change has increased.
      • Human activities can enhance potential for hazards. Acquisition of resources, urban growth, and waste disposal can accelerate rates of natural change.
      • Some hazards, such as earthquakes, volcanic eruptions, and severe weather, are rapid and spectacular. But there are slow and progressive changes that also result in problems for individuals and societies. For example, change in stream channel position, erosion of bridge foundations, sedimentation in lakes and harbors, coastal erosions, and continuing erosion and wasting of soil and landscapes can all negatively affect society.
      • Natural and human-induced hazards present the need for humans to assess potential danger and risk. Many changes in the environment designed by humans bring benefits to society, as well as cause risks. Students should understand the costs and trade-offs of various hazards — ranging from those with minor risk to a few people to major catastrophes with major risk to many people. The scale of events and the accuracy with which scientists and engineers can (and cannot) predict events are important considerations.
    • Science and Technology in Local, National, and Global Challenges [View 264 Resources]
      • Science and technology are essential social enterprises, but alone they can only indicate what can happen, not what should happen. The latter involves human decisions about the use of knowledge.
      • Understanding basic concepts and principles of science and technology should precede active debate about the economics, policies, politics, and ethics of various science- and technology-related challenges. However, understanding science alone will not resolve local, national, or global challenges.
      • Progress in science and technology can be affected by social issues and challenges. Funding priorities for specific health problems serve as examples of ways that social issues influence science and technology.
      • Individuals and society must decide on proposals involving new research and the introduction of new technologies into society. Decisions involve assessment of alternatives, risks, costs, and benefits and consideration of who benefits and who suffers, who pays and gains, and what the risks are and who bears them. Students should understand the appropriateness and value of basic questions--"What can happen?"--"What are the odds?"--and "How do scientists and engineers know what will happen?"
      • Humans have a major effect on other species. For example, the influence of humans on other organisms occurs through land use--which decreases space available to other species--and pollution--which changes the chemical composition of air, soil, and water.
  • Content Standard G: History and Nature of Science [View 524 Resources]
    • Science as a Human Endeavor [View 363 Resources]
      • Science and technology have been practiced by people for a long time. [View 1 Resources]
      • Men and women have made a variety of contributions throughout the history of science and technology. [View 2 Resources]
      • Although men and women using scientific inquiry have learned much about the objects, events, and phenomena in nature, much more remains to be understood. Science will never be finished. [View 1 Resources]
      • Many people choose science as a career and devote their entire lives to studying it. Many people derive great pleasure from doing science. [View 1 Resources]
      • Women and men of various social and ethnic backgrounds--and with diverse interests, talents, qualities, and motivations--engage in the activities of science, engineering, and related fields such as the health professions. Some scientists work in teams, and some work alone, but all communicate extensively with others. [View 2 Resources]
      • Science requires different abilities, depending on such factors as the field of study and type of inquiry. Science is very much a human endeavor, and the work of science relies on basic human qualities, such as reasoning, insight, energy, skills, and creativity--as well as on scientific habits of mind, such as intellectual honesty, tolerance of ambiguity, skepticism, and openness to new ideas.
      • Individuals and teams have contributed and will continue to contribute to the scientific enterprise. Doing science or engineering can be as simple as an individual conducting field studies or as complex as hundreds of people working on a major scientific question or technological problem. Pursuing science as a career or as a hobby can be both fascinating and intellectually rewarding.
      • Scientists have ethical traditions. Scientists value peer review, truthful reporting about methods and outcomes of investigations, and making public the results of work. Violations of such norms do occur, but scientists responsible for such violations are censured by their peers.
      • Scientists are influenced by societal, cultural, and personal beliefs and ways of viewing the world. Science is not separate from society but rather science is a part of society.
    • Nature of Science [View 88 Resources]
      • Scientists formulate and test their explanations of nature using observation, experiments, and theoretical and mathematical models. Although all scientific ideas are tentative and subject to change and improvement in principle, for most major ideas in science, there is much experimental and observational confirmation. Those ideas are not likely to change greatly in the future. Scientists do and have changed their ideas about nature when they encounter new experimental evidence that does not match their existing explanations. [View 1 Resources]
      • In areas where active research is being pursued and in which there is not a great deal of experimental or observational evidence and understanding, it is normal for scientists to differ with one another about the interpretation of the evidence or theory being considered. Different scientists might publish conflicting experimental results or might draw different conclusions from the same data. Ideally, scientists acknowledge such conflict and work towards finding evidence that will resolve their disagreement.
      • It is part of scientific inquiry to evaluate the results of scientific investigations, experiments, observations, theoretical models, and the explanations proposed by other scientists. Evaluation includes reviewing the experimental procedures, examining the evidence, identifying faulty reasoning, pointing out statements that go beyond the evidence, and suggesting alternative explanations for the same observations. Although scientists may disagree about explanations of phenomena, about interpretations of data, or about the value of rival theories, they do agree that questioning, response to criticism, and open communication are integral to the process of science. As scientific knowledge evolves, major disagreements are eventually resolved through such interactions between scientists. [View 1 Resources]
    • History of Science [View 43 Resources]
      • Many individuals have contributed to the traditions of science. Studying some of these individuals provides further understanding of scientific inquiry, science as a human endeavor, the nature of science, and the relationships between science and society.
      • In historical perspective, science has been practiced by different individuals in different cultures. In looking at the history of many peoples, one finds that scientists and engineers of high achievement are considered to be among the most valued contributors to their culture.
      • Tracing the history of science can show how difficult it was for scientific innovators to break through the accepted ideas of their time to reach the conclusions that we currently take for granted.
    • Nature of Scientific Knowledge [View 193 Resources]
      • Science distinguishes itself from other ways of knowing and from other bodies of knowledge through the use of empirical standards, logical arguments, and skepticism, as scientists strive for the best possible explanations about the natural world.
      • Scientific explanations must meet certain criteria. First and foremost, they must be consistent with experimental and observational evidence about nature, and must make accurate predictions, when appropriate, about systems being studied. They should also be logical, respect the rules of evidence, be open to criticism, report methods and procedures, and make knowledge public. Explanations on how the natural world changes based on myths, personal beliefs, religious values, mystical inspiration, superstition, or authority may be personally useful and socially relevant, but they are not scientific.
      • Because all scientific ideas depend on experimental and observational confirmation, all scientific knowledge is, in principle, subject to change as new evidence becomes available. The core ideas of science such as the conservation of energy or the laws of motion have been subjected to a wide variety of confirmations and are therefore unlikely to change in the areas in which they have been tested. In areas where data or understanding are incomplete, such as the details of human evolution or questions surrounding global warming, new data may well lead to changes in current ideas or resolve current conflicts. In situations where information is still fragmentary, it is normal for scientific ideas to be incomplete, but this is also where the opportunity for making advances may be greatest.
    • Historical Perspectives [View 107 Resources]
      • In history, diverse cultures have contributed scientific knowledge and technologic inventions. Modern science began to evolve rapidly in Europe several hundred years ago. During the past two centuries, it has contributed significantly to the industrialization of Western and non-Western cultures. However, other, non-European cultures have developed scientific ideas and solved human problems through technology.
      • Usually, changes in science occur as small modifications in extant knowledge. The daily work of science and engineering results in incremental advances in our understanding of the world and our ability to meet human needs and aspirations. Much can be learned about the internal workings of science and the nature of science from study of individual scientists, their daily work, and their efforts to advance scientific knowledge in their area of study.
      • Occasionally, there are advances in science and technology that have important and long-lasting effects on science and society. Examples of such advances include the following: Copernican revolution, Newtonian mechanics, Relativity, Geologic time scale, Plate tectonics, Atomic theory, Nuclear physics, Biological evolution, Germ theory, Industrial revolution, Molecular biology, Information and communication, Quantum theory, Galactic universe, Medical and health technology.
      • The historical perspective of scientific explanations demonstrates how scientific knowledge changes by evolving over time, almost always building on earlier knowledge.
• NCTE/IRA Standards for the English Language Arts
  • 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
  • 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
  • 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
  • 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
  • 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
  • 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
  • 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
  • 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
  • 9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
  • 10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.
  • 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
  • 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).