Section 1.APPENDIX D State Goals for Learning and Learning Standards

TITLE 23: EDUCATION AND CULTURAL RESOURCES

SUBTITLE A: EDUCATION

CHAPTER I: STATE BOARD OF EDUCATION

SUBCHAPTER a: PUBLIC SCHOOL RECOGNITION

PART 1 PUBLIC SCHOOLS EVALUATION, RECOGNITION AND SUPERVISION

SECTION 1.APPENDIX D STATE GOALS FOR LEARNING AND LEARNING STANDARDS

Section 1.APPENDIX D   State

Goals for Learning

and Learning Standards

The State Goals for Learning are

broad statements of what students in kindergarten through grade 12 should know

and be able to do as a result of their public education.  The Illinois Learning

Standards provide more specific definition of the essential knowledge and

skills desired of Illinois students.  The State Assessment and the Illinois

Kindergarten Individual Development Survey are designed to measure students'

mastery of the Illinois Learning Standards, so that a clear connection will

emerge between students' learning and the goals and standards of the State of

Illinois.

ENGLISH

LANGUAGE ARTS AND LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL

SUBJECTS

There are no State Goals for

Learning in this area.  The applicable standards shall be the "Common Core

State Standards for English Language Arts and Literacy in History/Social

Studies, Science, and Technical Subjects" (2010) published by the Common

Core State Standards Initiative, National Governors Association, Hall of the

States, 444 North Capitol Street, Suite 267, Washington DC  20001-1512 and

posted at http://www.thecorestandards.org/.  No later amendments to or editions

of these standards are incorporated by this Section.

MATHEMATICS

There are no State Goals for

Learning in this area.  The applicable standards shall be the "Common Core

State Standards for Mathematics" (2010) published by the Common Core State

Standards Initiative, National Governors Association, Hall of the States, 444

North Capitol Street, Suite 267, Washington DC  20001-1512 and posted at http://www.thecorestandards.org/.

No later amendments to or editions of these standards are incorporated by this

Section

applicable standards shall be the "Common Core

State Standards for Mathematics" (2010) published by the Common Core State

Standards Initiative, National Governors Association, Hall of the States, 444

North Capitol Street, Suite 267, Washington DC  20001-1512 and posted at http://www.thecorestandards.org/.

No later amendments to or editions of these standards are incorporated by this

Section.

WORLD

LANGUAGES

The applicable standards shall

be the World-Readiness Standards for Learning Languages. 4

th

ed.

(2015) published by the National Standards Collaborative Board, 1001 N. Fairfax

Street, Suite 200, Alexandria VA  22314 and posted at

https://www.actfl.org/publications/all/world-readiness-standards-learning-languages.

No later amendments to or editions of these standards are incorporated by this

Section.

COMPREHENSIVE

PERSONAL HEALTH AND SAFETY AND

COMPREHENSIVE SEXUAL

HEALTH EDUCATION STANDARDS

There are no State Goals for Learning in this area and the

applicable standards shall be the National Sex Education Standards: Core

Content and Skills, K–12 (Second Edition) (2020) published by Future of Sex

Education Initiative.  Posted at https://siecus.org/wp-content/uploads/2020/03/NSES-2020-2.pdf.

No later amendments to or editions of these standards are incorporated by this

Section.  The State Board of Education may provide additional guidance on such

standards, available at www.isbe.net.

SCIENCE

Beginning in the 2016-17 school year, there are no State

Goals for Learning in this area and the applicable standards shall be the

"Next Generation Science Standards" (2013) published by Achieve,

Inc., 1400 16

th

Street NW, Suite 510, Washington DC  20036 and

posted at http://www.nextgenscience.org/.  No later amendments to or editions

of these standards are incorporated by this Section.

SOCIAL SCIENCE

There are no State Goals for Learning in this area and the

standards applicable to individual grade levels shall be in effect.

Standards Beginning in the 2022-23 School Year

by Achieve,

Inc., 1400 16

th

Street NW, Suite 510, Washington DC  20036 and

posted at http://www.nextgenscience.org/.  No later amendments to or editions

of these standards are incorporated by this Section.

SOCIAL SCIENCE

There are no State Goals for Learning in this area and the

standards applicable to individual grade levels shall be in effect.

Standards Beginning in the 2022-23 School Year.

The Social Science Standards consist of both inquiry

standards and disciplinary standards.  In implementing the Social Science

Standards, the inquiry standards should be used simultaneously with the

individual disciplinary standards to ensure both students' comprehension and application

of the knowledge and skills acquired.

In addition to the Social Science Standards, there are

State-mandated units of study that may apply to Social Science coursework or

curriculum. These mandates can be found in the School Code and are summarized

at https://www.isbe.net/Documents/IL-Mandated-Units-of-Study.pdf.

All standards are coded for ease of use and reference. The

code is keyed as follows:

"Content

Area.Grade Band or Level.Content Domain.Number of Standard"

K-12

Inquiry Framework for Social Science

The inquiry standards

include the following areas:

Recognize

Perspectives and Articulate Identities

•     Recognize one's own perspective in relation to the perspective

of others.

•     Articulate the construction and meaning of individual and

collective identities

•     Articulate unity and variation across human societies

•     Evaluate the Role of Power and Systems

•     Analyze power, inequality and the impact of systems on

reinforcing power and inequality

•

Analyze social systems, social

structures, social institutions, and their impact on social change

Developing

Questions and Planning Inquiries

•     Constructing Essential Questions

•     Constructing Supporting Questions

•     Determining Helpful Sources

Evaluating

Sources and Using Evidence

•     Gathering and Evaluating Sources

•     Developing Claims and Usi

einforcing power and inequality

•

Analyze social systems, social

structures, social institutions, and their impact on social change

Developing

Questions and Planning Inquiries

•     Constructing Essential Questions

•     Constructing Supporting Questions

•     Determining Helpful Sources

Evaluating

Sources and Using Evidence

•     Gathering and Evaluating Sources

•     Developing Claims and Using Evidence

Communicating

Conclusions and Taking Informed Action

•     Communicating Conclusions

•     Critiquing Conclusions

•     Taking Informed Action

Inquiry Standards

Working individually and

collaboratively, and using nonfiction and fiction, students will engage in

inquiry within the disciplines about important public issues, trends, and

events in social studies that are relevant to students' lives. These skills

should be applied while teaching and learning the disciplinary concepts for a

deeper understanding that allows students to take ownership of their learning.

Inquiry skills emphasize the

importance of inquiry and action (thinking and doing) in all of the social

science courses. Inquiry skills are important for all learners to apply to

their grade-level standards. These skills have been grade-banded for students

at kindergarten through second grade, third through fifth grades, sixth through

eighth grades, and ninth through twelfth grades.

Inquiry Standards

Kindergarten and Grades 1 and 2

SS.K-2.IS.1. Create questions that

are relevant to self as they relate to the content of the Social Science

Standards.

SS.K-2.IS.2. With guidance and

support, use varied teacher-selected resources to learn procedures to locate

evidence that assists with finding answers to their questions. Introduce the

importance of informational resources that are reliable sources and distinguish

fact from opinion.

SS.K-2.IS.3. With guidance and

support, gather relevant information from multiple sources to analyze information.

SS.K-2.IS.4

ith guidance and

support, use varied teacher-selected resources to learn procedures to locate

evidence that assists with finding answers to their questions. Introduce the

importance of informational resources that are reliable sources and distinguish

fact from opinion.

SS.K-2.IS.3. With guidance and

support, gather relevant information from multiple sources to analyze information.

SS.K-2.IS.4. With guidance and

support, evaluate a source by distinguishing between fact and opinion.

SS.K-2.IS.5. With guidance and

support, students will share their findings on the asked and answered questions

with peers.

SS.K-2.IS.6. With guidance and

support, reflect on one's inquiry process and findings.

SS.K-2.IS.7. Using various

viewpoints, students will engage in reflective conversations to draw

conclusions on inquiry findings and create action steps.

Grades 3-5

SS.3-5.IS.1. Develop essential

questions and explain the importance of the questions to self and others.

SS.3-5.IS.2. Generate supporting

questions that require investigation to help answer essential questions.

SS.3-5.IS.3. Identify varied

resources that answer essential and student-generated questions and that take

into consideration multiple points of view.

SS.3-5.IS.4. Gather relevant

information and distinguish between fact and opinion to determine credibility

of multiple sources.

SS.3-5.IS.5. Develop claims using

evidence from multiple sources to answer essential questions.

SS.3-5.IS.6. Construct arguments

using claims and evidence from multiple sources.

SS.3-5.IS.7. Construct

explanations using reasoning, correct sequences, examples, and details with

relevant information and data.

SS.3-5.IS.8. Present a summary of

arguments and explanations to others inside and/or outside of the classroom

using print and oral technologies.

SS.3-5.IS.9. Explain the use of

inquiry strategies, approaches, and relevant sources that will allow students

to address local, regional, State, national, and global problems.

SS.3-5.IS.10

es, examples, and details with

relevant information and data.

SS.3-5.IS.8. Present a summary of

arguments and explanations to others inside and/or outside of the classroom

using print and oral technologies.

SS.3-5.IS.9. Explain the use of

inquiry strategies, approaches, and relevant sources that will allow students

to address local, regional, State, national, and global problems.

SS.3-5.IS.10. Engage in reflective

conversations to draw conclusions on inquiry findings and create action steps

that consider multiple viewpoints.

Grades 6-8

SS.6-8.IS.1.LC. Create essential

questions that consider multiple perspectives to help guide inquiry about a

topic.

SS.6-8.IS.1.MdC. Ask essential and

focusing questions that consider multiple perspectives and will lead to

independent research.

SS.6-8.IS.1.MC. Determine sources

representing multiple points of view and diversity of authorship that will

assist in organizing a research plan.

SS.6-8.IS.2.LC. Determine the

value of sources by evaluating their relevance and intended use.

SS.6-8.IS.2.MdC. Determine the

credibility of sources based upon their origin, authority and context.

SS.6-8.IS.2.MC. Gather relevant

information from credible sources and determine whether they support each

other.

SS.6-8.IS.3.LC. Appropriately cite

all the sources used.

SS.6-8.IS.3.MdC. Identify evidence

from multiple sources to support claims, noting any limitations of the

evidence.

SS.6-8.IS.3.MC. Develop claims and

counterclaims using evidence from credible sources while pointing out the

strengths and limitations of both.

SS.6-8.IS.4.LC. Construct

arguments using claims and evidence from multiple sources, while acknowledging

the arguments' strengths and limitations.

SS.6-8.IS.4.MdC. Construct

explanations for a specific audience using reasoning, correct sequences,

examples, and details, while acknowledging their strengths and weaknesses.

SS.6-8.IS.4.MCa

while pointing out the

strengths and limitations of both.

SS.6-8.IS.4.LC. Construct

arguments using claims and evidence from multiple sources, while acknowledging

the arguments' strengths and limitations.

SS.6-8.IS.4.MdC. Construct

explanations for a specific audience using reasoning, correct sequences,

examples, and details, while acknowledging their strengths and weaknesses.

SS.6-8.IS.4.MCa. Present arguments

and explanations that would appeal to audiences and venues outside of the

classroom, using a variety of media.

SS.6-8.IS.4.MCb. Critique the

structure and credibility of arguments and explanations (self and others) about

a topic.

SS.6-8.IS.5.LC. Analyze how a

problem can manifest itself, identify the individuals and communities impacted

by a problem, and address the challenges and opportunities faced by those

trying to take action toward solutions.

SS.6-8.IS.5.MdC. Assess individual

and collective capacities within a given context to take action, address

problems, and identify potential outcomes.

SS.6-8.IS.5.MC. Apply a range of

deliberative and democratic procedures to make decisions and take action in

schools and community contexts.

Grades 9-12

SS.9-12.IS.1. Create actionable,

student-driven (or student-informed) questions that lead to social studies

investigations beyond one's immediate cultural environment or lens.

SS.9-12.IS.2. Develop

culturally-informed, student-driven supporting questions that contribute to

inquiry and evaluate the purpose of supporting questions in the research and

inquiry process.

SS.9-12.IS.3. Develop new

supporting and essential questions by primary and secondary investigation,

collaboration, and use sources that reflect diverse perspectives (e.g.,

political, cultural, socioeconomic, race, religious, gender).

SS.9-12.S.4

student-driven supporting questions that contribute to

inquiry and evaluate the purpose of supporting questions in the research and

inquiry process.

SS.9-12.IS.3. Develop new

supporting and essential questions by primary and secondary investigation,

collaboration, and use sources that reflect diverse perspectives (e.g.,

political, cultural, socioeconomic, race, religious, gender).

SS.9-12.S.4. Determine the kinds

of sources that will be helpful in answering compelling and supporting

questions, taking into consideration multiple points of view represented in the

sources, the types of sources available, and the potential uses of the sources.

SS.9-12.IS.5. Gather and evaluate

information from multiple primary and secondary sources that reflect the

perspectives and experiences of multiple groups, including marginalized groups.

SS.9-12.IS.6. Analyze evidence and

identify counter perspectives to revise or strengthen claims.

SS.9-12.IS.7. Construct arguments

using precise and knowledgeable claims, with evidence from multiple sources while

acknowledging counterclaims, perspectives, and biases.

SS.9-12.IS.8. Evaluate evidence to

construct arguments and claims that use reasoning and account for multiple

perspectives and value systems.

SS.9-12.IS.9. Develop and prepare

communication by identifying stakeholders (or audiences) and evaluate what

messages and media are likely to result in stakeholder support or opposition.

SS.9-12.IS.10. Solicit feedback

from stakeholder representatives and revise communication and action plans

accordingly.

SS.9-12.IS.11. Use

interdisciplinary lenses to identify local, regional, state, natural, or global

concerns and anticipate the outcome possible solutions might have on all

impacted communities, including marginalized communities.

SS.9-12.IS.12. Analyze existing

structures, systems, and methodologies to determine what types of interventions

or informed action will lead to increased equity, inclusion, and community and

civic good.

SS.9-12.IS.13

tify local, regional, state, natural, or global

concerns and anticipate the outcome possible solutions might have on all

impacted communities, including marginalized communities.

SS.9-12.IS.12. Analyze existing

structures, systems, and methodologies to determine what types of interventions

or informed action will lead to increased equity, inclusion, and community and

civic good.

SS.9-12.IS.13. Use deliberative

processes and apply appropriate civic engagement strategies and procedures to

address local, regional or global concerns, and take action in or out of

school.

SS.9-12.IS.14. Take measurable

action to effect changes that bring about equity, inclusion, and the community and

civic good.

SS.9-12.IS.15. Evaluate the

outcomes of informed action and reflect on successes and failures of

interventions or informed action that will lead to increased equity, inclusion,

and community and civic good.

Civics Standards

Kindergarten

SS.K.CV.1. With guidance and

support, identify the roles of individuals and leaders and their responsibility

to meet the needs of different people and communities.

SS.K.CV.2. With guidance and

support, identify reasons for rules and explain how rules establish

responsibilities and roles for various settings.

Grade 1

SS.1.CV.1. With guidance and

support, explain how individuals who live, learn, and work together make

important decisions, and the effect that these decisions have on a variety of

diverse communities.

SS.1.CV.2. Identify reasons for

rules and explain how rules establish responsibilities and roles, and their

effect on one's own and other groups and communities.

Grade 2

SS.2.CV.1. With guidance and

support, identify features and functions of governments.

SS.2.CV.2. With guidance and

support, describe how communities can collaborate to accomplish tasks,

establish roles and responsibilities and achieve equitable outcomes for the

community.

Grade 3

SS.3.CV.1

lish responsibilities and roles, and their

effect on one's own and other groups and communities.

Grade 2

SS.2.CV.1. With guidance and

support, identify features and functions of governments.

SS.2.CV.2. With guidance and

support, describe how communities can collaborate to accomplish tasks,

establish roles and responsibilities and achieve equitable outcomes for the

community.

Grade 3

SS.3.CV.1. Explain how families,

workplaces, organizations and government entities interact and affect

communities in multiple ways.

SS.3.CV.2. Using evidence,

describe how people have strived to improve communities over time to achieve

equitable outcomes, practices, or policies.

Grade 4

SS.4.CV.1. Explain the roles and responsibilities

of government officials at the local, State and national levels and investigate

how the roles and responsibilities of government have changed over time.

SS.4.CV.2. Define democracy and

explain how limited participation affects the political representation of

multiple groups.

SS.4.CV.3.

Identify core civic virtues and democratic principles that

guide governments, society, and communities.

SS.4.CV.4. Using evidence, explain

how rules, regulations, and laws alter or transform societies and how people from

multiple communities influence and experience this transformation.

Grade 5

SS.5.CV.1. Explain the roles and

responsibilities of government officials at the local, State, and national

level levels and investigate how the roles and responsibilities of the three branches

of government have changed over time.

SS.5.CV.2. Examine the origins and

purposes of rules, laws and key U.S. Constitutional provisions and investigate

the impact they had/have on multiple groups of people.

SS.5.CV.3. Compare and contrast

the U.S. Government to other global governments in their structure and systems

of governing with consideration for their impact on equitable outcomes.

SS.5.CV.4

government have changed over time.

SS.5.CV.2. Examine the origins and

purposes of rules, laws and key U.S. Constitutional provisions and investigate

the impact they had/have on multiple groups of people.

SS.5.CV.3. Compare and contrast

the U.S. Government to other global governments in their structure and systems

of governing with consideration for their impact on equitable outcomes.

SS.5.CV.4.  Using evidence,

explain how policies are developed to address public problems and concerns and

achieve equitable outcomes.

Grades 6-8

SS.6-8.CV.1.LC. Identify different

types of citizenship and immigration statuses of individuals in the United

States and the different rights and roles (e.g., voters, jurors, taxpayers,

military, protesters and officeholders) based on citizenship or immigration

status.

SS.6-8.CV.1.MdC. Describe and

analyze the roles of political, civil and economic organizations from a

national to local scale in impacting multiple individuals and communities.

SS.6-8.CV.1.MC. Evaluate the

powers and responsibilities of

individuals,

political parties, interest groups and the media

, how these have changed over time, and the impacts on

multiple communities

.

SS.6-8.CV.2.LC. Describe the

origins and purposes and impact of governing documents and policies (e.g., U.S.

Constitution, Illinois Constitution, laws, treaties and international

agreements) and synthesize their application and impacts on multiple groups of

people with how they have changed over time.

SS.6-8.CV.2.MdC. Explain the

origins, functions and structure of government with reference to the U.S.

Constitution, Illinois Constitution and other systems of government and how

they have impacted multiple groups of people.

SS.6-8.CV.2.MCa. Analyze how the

application of laws and the protection, granting, or denial of individual and collective

rights have impacted participation and powers of various groups of people.

SS.6-8.CV.2.MCb

ctions and structure of government with reference to the U.S.

Constitution, Illinois Constitution and other systems of government and how

they have impacted multiple groups of people.

SS.6-8.CV.2.MCa. Analyze how the

application of laws and the protection, granting, or denial of individual and collective

rights have impacted participation and powers of various groups of people.

SS.6-8.CV.2.MCb. Synthesize how

the changes over time in the application of laws and granting or denial of

rights have impacted governments, public officials, and bureaucracies at

different levels in the U.S., U.S. territories, and tribal nations within the

U.S.

SS.6-8.CV.3.LC. Identify the means

used by individuals and groups to either maintain or change powers and protect,

grant, or deny rights of individuals and communities in societies.

SS.6-8.CV.3.MdC. Analyze the

origins, purposes, and processes connected to maintaining or changing powers and

how individuals and societies protect, grant, or deny rights.

SS 6-8.CV.3.MC. Explain how

granting rights for individuals or communities does not reduce the ability of

other individuals or communities to exercise the same rights and evaluate how

efforts to maintain systems or initiate change within societies have worked for

or against the benefit or oppression of multiple groups.

SS.6-8.CV.4.LC. Analyze the

relationships among democratic principles, civic virtues, special interests,

and perspectives to the ideas and principles contained in the constitutions,

laws, treaties, and international agreements of the U.S. and other countries.

SS.6-8.CV.4.MdC. Analyze and

synthesize ideas and principles contained in the founding and governing

documents and practices of the U.S., U.S. territories, and tribal nations

within the U.S.

SS.6-8.CV.4.MC. Evaluate and

critique deliberative processes surrounding the development and application of

governing documents and policies and how they have changed over time.

SS.6-8.CV.5.LC

countries.

SS.6-8.CV.4.MdC. Analyze and

synthesize ideas and principles contained in the founding and governing

documents and practices of the U.S., U.S. territories, and tribal nations

within the U.S.

SS.6-8.CV.4.MC. Evaluate and

critique deliberative processes surrounding the development and application of

governing documents and policies and how they have changed over time.

SS.6-8.CV.5.LC. Identify the

impact of specific rules and laws (both those that are in effect and proposed) on

multiple individuals and communities in relationship to the intended issues they

were meant to address.  Analyze cause and effect relationships of issues that

resulted in specific rules and laws.

SS.6-8.CV.5.MdC. Analyze the perspectives

and positions of multiple individuals and communities impacted by specific

rules and laws (both actual and proposed); the equitable application of rules

and laws, and consequences for not abiding by rules and laws historic and

contemporary settings.

SS.6-8.CV.5.MC. Develop and

evaluate procedures for making decisions in historic and contemporary settings

(e.g., school, civil society, or local, state or national government).

Grades 9-12

SS.9-12.CV.1. Distinguish between

the rights, roles, powers and responsibilities of individuals and institutions

in the political system and analyze the marginalization of multiple groups and

perspectives in that system.

SS.9-12.CV.2. Evaluate the

opportunities and limitations of participation in elections, voting and the

electoral process, and the impact disenfranchisement has on these processes.

SS.9-12.CV.3. Analyze

constitutions, laws and agreements to determine the degree to which they

achieve justice, equality and liberty.

SS.9-12.CV.4. Evaluate the U.S.

Constitution's ability to establish a system of government with power,

responsibilities and limits, and explain how the U.S. Constitution has

evolved/changed over time and is still debated.

SS.9-12.CV.5

nt has on these processes.

SS.9-12.CV.3. Analyze

constitutions, laws and agreements to determine the degree to which they

achieve justice, equality and liberty.

SS.9-12.CV.4. Evaluate the U.S.

Constitution's ability to establish a system of government with power,

responsibilities and limits, and explain how the U.S. Constitution has

evolved/changed over time and is still debated.

SS.9-12.CV.5.  Analyze civic

dispositions, democratic principles, constitutional rights and human rights and

their impact on personal interests and multiple perspectives.

SS.9-12.CV.6.  Identify and

explain how political parties, the media and public interest groups both

influence and reflect social and political interests.

SS.9-12.CV.7.  Compare and

contrast the democratic

concepts and

principles inherent to

the U.S. system of government

.

SS.9-12.CV.8.

Analyze the methods individuals

can use to challenge laws to address a variety of public issues.

SS.9-12.CV.9. Evaluate public

policies in terms of intended and unintended outcomes and related consequences

on different communities including the marginalization of multiple groups.

SS.9-12.CV.10. Explain the role of

compromise and deliberation in the legislative process.

Economic Standards

Kindergarten

SS.K.EC.1. Explain that choices

are made because of scarcity (i.e., because individuals cannot have everything

that they want).

Grade 1

SS.1.EC.1. Explain and give

examples of when choices are made that something else is given up.

SS.1.EC.2. Describe the skills and

knowledge required to produce certain goods and services.

Grade 2

SS.2.EC.1. Demonstrate how our

choices can affect ourselves and others in positive and negative ways.

SS.2.EC.2. Explain the role of

money in making exchange easier.

SS.2.EC.3. Compare the goods and

services that people in the local community produce and those that are produced

in other communities.

Grade 3

SS.3.EC.1. Compare the goods and

services that people in the local community produce and those that are produced

in other communities

ct ourselves and others in positive and negative ways.

SS.2.EC.2. Explain the role of

money in making exchange easier.

SS.2.EC.3. Compare the goods and

services that people in the local community produce and those that are produced

in other communities.

Grade 3

SS.3.EC.1. Compare the goods and

services that people in the local community produce and those that are produced

in other communities.

SS.3.EC.2. Generate examples of

the goods and services that governments provide.

Grade 4

SS.4.EC.1. Explain how profits

reward and influence sellers.

SS.4.EC.2. Describe how goods and

services are produced using human, natural and capital resources (e.g., tools,

machines).

Grade 5

SS.5.EC.1. Analyze why and how

individuals, businesses, and nations around the world specialize and trade.

SS.5.EC.2. Discover how positive

incentives (e.g., sale prices, earning money) and negative consequences (e.g.,

library fines, parking tickets) influence behavior in the U.S. economy and

around the world.

SS.5.EC.3. Determine the ways in

which government pays for goods and services it provides.

Grades 6-8

SS.6-8.EC.1.LC. Explain how

economic decisions affect the well-being of individuals, businesses, and

society.

SS.6-8.EC.1.MdC. Explain how

external benefits and costs influence choices.

SS.6-8.EC.1.MC. Evaluate

alternative approaches or solutions to current economic issues in terms of

benefits and costs for different groups and society as a whole.

SS.6-8.EC.2.LC. Analyze the role

of innovation and entrepreneurship in a market economy.

SS.6-8.EC.2.MdC. Describe the

roles of institutions, such as corporations, non-profit organizations, and

labor unions, in a market economy.

SS.6-8.EC.2.MC. Explain how

changes in supply and demand cause changes in prices and quantities of goods

and services, labor, credit, and foreign currencies.

SS.6-8.EC.3.LC. Explain why

standards of living increase as productivity improves.

SS.6-8.EC.3.MdC. Explain barriers

to trade and how those barriers influence trade among nations

ofit organizations, and

labor unions, in a market economy.

SS.6-8.EC.2.MC. Explain how

changes in supply and demand cause changes in prices and quantities of goods

and services, labor, credit, and foreign currencies.

SS.6-8.EC.3.LC. Explain why

standards of living increase as productivity improves.

SS.6-8.EC.3.MdC. Explain barriers

to trade and how those barriers influence trade among nations.

SS.6-8.EC.3.MC. Evaluate

employment, unemployment, inflation, total production, income, and economic

growth data and how they affect different groups.

Grades 9-12

SS.9-12.EC.1. Analyze how scarcity

and incentives influence the consumption choices for goods and services made by

different individuals and communities and evaluate the role of scarcity, both

from nature and human-made.

SS.9-12.EC.2. Use marginal

benefits and marginal costs to propose solutions to a significant issue for an

individual or community and evaluate the effectiveness of applying

cost/marginal benefits to account for economic differences across multiple

communities.

SS.9-12.EC.3. Evaluate different

market structures, including competitive markets, monopolies, or oligopolies;

how those different market structures affect groups differently; examples of

these markets in the U.S.; and the assumptions of each market type.

SS.9-12.EC.4.  Evaluate how much

competition exists within and among sellers and buyers within the markets to

which the students or school community belong and other specific markets.

SS.9-12.EC.5. Use benefits and

costs to evaluate the effectiveness of government policies to improve market

outcomes.

SS.9-12.EC.6. Evaluate the extent

to which specific government policies address inequalities, improve market

outcomes, or reduce inefficiencies, and the unintended consequences of these

policies for one's community and for diverse groups of people.

SS.9-12.EC.7

ecific markets.

SS.9-12.EC.5. Use benefits and

costs to evaluate the effectiveness of government policies to improve market

outcomes.

SS.9-12.EC.6. Evaluate the extent

to which specific government policies address inequalities, improve market

outcomes, or reduce inefficiencies, and the unintended consequences of these

policies for one's community and for diverse groups of people.

SS.9-12.EC.7. Analyze the ways in

which market structures influence what is produced and distributed in a market

system while accounting for disparity in both implementation and outcomes in

one's own and other communities.

SS.9-12.EC.8.  Use data and economic

indicators to analyze past and current states of the economy and predict future

trends and economic conditions among multiple, diverse communities.

SS.9-12.EC.9.  Compare the

benefits and problems of different economic systems, (e.g., capitalism, socialism,

communism, mixed systems), particularly their impact on equitable outcomes.

SS.9-12.EC.10. Evaluate how

government policies are influenced by and impact a variety of stakeholders.

SS.9-12.EC.11. Analyze how

advances in technology and investment in capital goods and human capital affect

economic growth and standards of living.

SS.9-12.EC.12. Analyze the role of

comparative advantage in global trade of goods and services.

SS.9-12.EC.13. Explain how current

and past globalization trends and policies affect economic growth, labor

markets, rights of citizens, the environment, and resource and income

distribution.

FINANCIAL LITERACY

SS.1.EC.FL.1. Explain how people

earn pay or income in exchange for work.

SS.2.EC.FL.1. Explain that money

can be saved or spent on goods and services.

SS.3.EC.FL.1. Describe the role of

banks and other financial institutions in an economy.

SS.3.EC.FL.2. Explain that, when

people borrow, they receive something of value now and agree to repay the

lender over time.

SS.4.EC.FL.1

NANCIAL LITERACY

SS.1.EC.FL.1. Explain how people

earn pay or income in exchange for work.

SS.2.EC.FL.1. Explain that money

can be saved or spent on goods and services.

SS.3.EC.FL.1. Describe the role of

banks and other financial institutions in an economy.

SS.3.EC.FL.2. Explain that, when

people borrow, they receive something of value now and agree to repay the

lender over time.

SS.4.EC.FL.1. Analyze how spending

choices are influenced by prices, as well as many other factors (e.g.,

advertising, peer pressure, options).

SS.4.EC.FL.2. Explain that income

can be saved, spent on goods and services, or used to pay taxes.

SS.5.EC.4. Explain that interest

is the price the borrower pays for using someone else's money.

SS.6-8.EC.FL.1.LC. Analyze the

relationship among skills, education, jobs, and income.

SS.6-8.EC.FL.2.LC. Explain the

roles and relationships among savers, borrowers, interest, time, and the

purposes for saving.

SS.6-8.EC.FL.1.MdC. Identify how

people choose to buy goods and services while still maintaining a budget based

on income, taxes, savings, and fixed and variable expenses.

SS.6-8.EC.FL.2.MdC. Explain the

correlation among investors, investment options (and associated risks), and

income/wealth.

SS.6-8.EC.FL.1.MC. Describe the

connection among credit, credit options, interest, and credit history.

SS.6-8.EC.FL.2.MC. Analyze the

relationship among financial risks and protection, insurance, and costs.

SS.9-12.EC.FL.1. Understand how costs

and benefits can be subject to individual circumstances and factors outside of

one's control.

SS.9-12.EC.FL.2. Explain the

importance of making informed financial decisions by collecting information,

planning, and budgeting while accounting for individual circumstances that can

limit access to capital.

SS.9-12.EC.FL.3. Explain how time,

interest rates and inflation influence saving patterns over a lifetime.

SS.9-12.EC.FL.4

individual circumstances and factors outside of

one's control.

SS.9-12.EC.FL.2. Explain the

importance of making informed financial decisions by collecting information,

planning, and budgeting while accounting for individual circumstances that can

limit access to capital.

SS.9-12.EC.FL.3. Explain how time,

interest rates and inflation influence saving patterns over a lifetime.

SS.9-12.EC.FL.4. Analyze costs and

benefits of different credit and payment options for goods and services, the

role of lenders and interest, and identify the impact of each on individuals

and multiple communities.

SS.9-12.EC.FL.5. Evaluate risks

and returns on diversified investments while accounting for the individual

risk-disposition among students.

SS.9-12.EC.FL.7. Analyze how the

cognitive biases, environmental influences, and access to resources and necessities

of an individual can impact financial decision-making and the application of

economic decision-making strategies.

SS.9-12.EC.FL.8. Evaluate risk

disposition and opportunity recognition for individual students and multiple

communities, accounting for structural impacts on these dispositions.

SS.9-12.EC.FL.9. Evaluate the

disparate impact of government and private business policies related to

banking, credit, and mortgage lending in one's own and others' contexts while

using current economic indicators to analyze or propose future policies.

Geography Standards

Kindergarten

SS.K.G.1. With guidance and

support, explain how weather, climate and other environmental characteristics

affect people's lives and cultural identities in our region.

SS.K.G.2. With guidance and

support, explain how people and goods move from place to place.

SS.K.G.3. With guidance and

support, identify characteristics of print and digital maps, graphs, and other

cultural representations of familiar places.

Grade 1

SS.1.G.1. With guidance and

support, construct and interpret print and digital maps and other cultural representations

of familiar places.

SS.1.G.2

.G.2. With guidance and

support, explain how people and goods move from place to place.

SS.K.G.3. With guidance and

support, identify characteristics of print and digital maps, graphs, and other

cultural representations of familiar places.

Grade 1

SS.1.G.1. With guidance and

support, construct and interpret print and digital maps and other cultural representations

of familiar places.

SS.1.G.2. With guidance and

support, describe how human activities affect the cultural and environmental

characteristics of places or regions.

SS.1.G.3. Compare how people in

different types of communities use local and world-wide environments to meet

their daily needs.

Grade 2

SS.2.G.1. With guidance and

support, use print and digital maps, globes and other simple geographic models to

identify cultural and environmental characteristics of places.

SS.2.G.2. With guidance and

support, identify some cultural and environmental characteristics of your

community and compare to other places or regions.

SS.2.G.3. Describe the connections

between the physical environment of a place and the economic activities found there.

Grade 3

SS.3.G.1. Using print and digital

maps, globes, and other simple geographic models to identify topographic and

other graphic representations of both familiar and unfamiliar locations.

SS.3.G.2. Explain how culture

influences the way people modify and adapt to the environment or the way people

do not modify and adapt to their environments.

SS.3.G.3. Describe the movement of

goods, people, jobs, and/or information and the effect of the cultural and

environmental characteristics on movement of goods.

Grade 4

SS.4.G.1. Construct print and

digital maps and other topographic representations to show the details of

places and regions and their environmental characteristics.

SS.4.G.2. Explain how the cultural

and environmental characteristics of places change over time.

SS.4.G.3. Investigate the human

effects on the physical environment over time.

Grade 5

SS.5.G.1

teristics on movement of goods.

Grade 4

SS.4.G.1. Construct print and

digital maps and other topographic representations to show the details of

places and regions and their environmental characteristics.

SS.4.G.2. Explain how the cultural

and environmental characteristics of places change over time.

SS.4.G.3. Investigate the human

effects on the physical environment over time.

Grade 5

SS.5.G.1. Use print and digital

maps of different scales to describe the locations of cultural and

environmental characteristics.

SS.5.G.2. Investigate and explain

how the cultural and environmental characteristics of places within the U.S.

change over time.

SS.5.G.3. Explain how human settlements

and technological advancements have impacted natural resources.

SS.5.G.4. Analyze the effects of

catastrophic environmental and technological events on human settlements and

migration.

Grades 6-8

SS.6-8.G.1.LC. Use geographic

representations (e.g., maps, photographs, satellite images) to explain

relationships between the locations (places and regions) and changes in their

environment.

SS.6-8.G.1.MdC. Use mapping and

graphing to represent and analyze spatial patterns of different environmental

and cultural characteristics.

SS.6-8.G.1.MC. Construct different

representations to explain the spatial patterns of cultural and environmental

characteristics.

SS.6-8.G.2.LC Explain how humans

and their environment affect one another.

SS.6-8.G.2.MdC. Compare and

contrast the cultural and environmental characteristics of different places or

regions.

SS.6-8.G.2.MC. Evaluate how

cultural and economic decisions influence environments and the daily lives of

people in both nearby and distant places.

SS.6-8.G.3.LC. Explain how

environmental characteristics affect human migration and settlement.

SS.6-8.G.3.MdC. Explain how

changes in transportation and communication influence the spatial connections

among human settlements and affect the spread of ideas and culture.

SS.6-8.G.3.MC

l and economic decisions influence environments and the daily lives of

people in both nearby and distant places.

SS.6-8.G.3.LC. Explain how

environmental characteristics affect human migration and settlement.

SS.6-8.G.3.MdC. Explain how

changes in transportation and communication influence the spatial connections

among human settlements and affect the spread of ideas and culture.

SS.6-8.G.3.MC. Evaluate the

influences of long-term, human-induced environmental change on spatial patterns

of conflict and cooperation.

SS.6-8.G.4.LC. Identify how

cultural and environmental characteristics vary among regions of the world.

SS.6-8.G.4.MdC. Explain how global

changes in population distribution patterns affect changes in land use.

SS.6-8.G.4.MC. Analyze how the

environmental characteristics of places and production of goods influence

patterns of world trade.

Grades 9-12

SS.9-12.G.1. Use maps (created

using geospatial and related technologies, if possible), satellite images and

photographs to display and explain the spatial patterns of physical, cultural,

political, economic and environmental characteristics.

SS.9-12.G.2. Explain how mapping

is used to claim political sovereignty and to obscure disagreements over the

nature of space, human relationship with place, and power to determine how

humans interact with landscapes, animals, and plants.

SS.9-12.G.3. Use self-collected or

pre-existing data sets to generate spatial patterns at multiple scales that can

be used to conduct analyses or to take civic action.

SS.9-12.G.4. Analyze data and

trends at various scales to address inequalities in race, ethnicity, gender,

religion, sexual identity, ability status, and socioeconomic groups across time

and space.

SS.9-12.G.5. Analyze different

ways of representing geographic information in order to compare cartographers'

perspectives, biases, and goals.

SS.9-12.G.6. Analyze and explain

how humans affect and interact with the environment and vice versa.

SS.9-12.G.7

address inequalities in race, ethnicity, gender,

religion, sexual identity, ability status, and socioeconomic groups across time

and space.

SS.9-12.G.5. Analyze different

ways of representing geographic information in order to compare cartographers'

perspectives, biases, and goals.

SS.9-12.G.6. Analyze and explain

how humans affect and interact with the environment and vice versa.

SS.9-12.G.7. Evaluate how

political and economic decisions have influenced cultural and environmental

characteristics of various places and regions.

SS.9-12.G.8. Analyze how human

societies plan for and respond to the consequences of human-made and naturally

occurring catastrophes and how these events affect trade, politics and

migration.

SS.9-12.G.9. Explain how

landscape, land and resource use, and means of interacting with land, animals,

and plants each reflect cultural beliefs and identities.

SS.9-12.G.10. Analyze how

historical events and the diffusion of ideas, technologies and cultural

practices have influenced migration patterns and the distribution of the human

population.

SS.9-12.G.11. Evaluate how

economic activities and political decisions impact spatial patterns at various

scales.

SS.9-12.G.12. Evaluate how short-

and long-term climate variability affects human migration and settlement

patterns, resource use and land uses, and land relationship.

SS.9-12.G.13. Describe and explain

the characteristics that constitute culture.

SS.9-12.G.14. Explain how a

person's identity (e.g., race, ethnicity, gender, sexuality,

spirituality/religion, ability status, socioeconomic group) shapes and is

shaped by worldview.

SS.9-12.G.15. Explain how

characteristics of culture and measures of development shape an individual's

worldview.

SS.9-12 G.16. Explain how

globalization affects the cultural, political, economic, and environmental

characteristics of a place or region.

SS.9-12.G.17. Evaluate how

competition for scarce natural resources contributes to conflict and

cooperation within and among countries

dview.

SS.9-12.G.15. Explain how

characteristics of culture and measures of development shape an individual's

worldview.

SS.9-12 G.16. Explain how

globalization affects the cultural, political, economic, and environmental

characteristics of a place or region.

SS.9-12.G.17. Evaluate how

competition for scarce natural resources contributes to conflict and

cooperation within and among countries.

History Standards

Kindergarten

SS.K.H.1. With guidance and

support, compare life in the past to life today, including the points of view

of diverse groups of people.

SS.K.H.2. Identify and describe

the purpose of the national holidays of the United States, the major holidays

of diverse groups, and the bravery or achievements of the diverse people who

make these days special holidays.

Grade 1

SS.1.H.1. Create a chronological

sequence of multiple events based on current learning.

SS.1 H.2. Generate questions and

investigate diverse individuals and groups who have shaped a significant

historical change.

SS.1.H.3. With guidance and

support, investigate how our perspectives of historical events have changed

over time.

Grade 2

SS.2.H.1. Identify main ideas and

changes that have occurred in the local community over time and retell how

these changes impacted diverse groups in the community.

SS.2.H.2. Examine key events that

changed history from multiple perspectives, including the perspectives,

including the perspectives of diverse individuals, cultures, and groups.

Grade 3

SS.3.H.1. Create and use a

chronological sequence of related events to compare developments that happened

at the same time.

SS.3.H.2. Explain how the diverse

perspectives of people and events develop and shape communities and or regions.

SS.3.H.3. Identify and analyze how

different kinds of historical sources are used to explain events in the past.

Grade 4

SS.4.H.1. Study important

individuals or major events in order to recognize and explain that there are

multiple cultural perspectives.

SS.4.H.2

at the same time.

SS.3.H.2. Explain how the diverse

perspectives of people and events develop and shape communities and or regions.

SS.3.H.3. Identify and analyze how

different kinds of historical sources are used to explain events in the past.

Grade 4

SS.4.H.1. Study important

individuals or major events in order to recognize and explain that there are

multiple cultural perspectives.

SS.4.H.2. Generate questions about

multiple historical sources and their relationships to particular historical

events and developments.

SS.4.H.3. Explain probable causes

and effects of events and developments in Illinois history.

Grade 5

SS.5.H.1. Create and use a

chronological sequence of related events to identify cause and effects of

relationships in history and the impacts of underrepresented groups.

SS.5.H.2. Use information about a

historical source, including the creator (author), date, place of origin,

intended audience, and purpose to judge the extent to which the source is

useful for studying a particular topic.

SS.5.H.3. Summarize the central

claim in a work of history.

Grades 6-8

SS.6-8.H.1.LC. Identify and

describe the contexts of a series of historical events and developments as

examples of change and/or continuity based on the perspectives of multiple

diverse groups.

SS.6-8.H.1.MdC. Analyze

connections and disconnections among events and developments in broader

historical contexts and identify the effects of events on groups of people who

have been marginalized.

SS.6-8.H.1.MC. Evaluate the

significance of historical events to multiple groups and the relationship to

modern-day movements and events.

SS.6-8.H.2.LC. Explain how and why

perspectives of people have changed over time.

SS.6-8.H.2.MdC. Analyze and

compare multiple factors that influenced the perspectives of multiple groups of

people during different historical eras relevant to the cultural groups.

SS.6-8.H.2.MC

uate the

significance of historical events to multiple groups and the relationship to

modern-day movements and events.

SS.6-8.H.2.LC. Explain how and why

perspectives of people have changed over time.

SS.6-8.H.2.MdC. Analyze and

compare multiple factors that influenced the perspectives of multiple groups of

people during different historical eras relevant to the cultural groups.

SS.6-8.H.2.MC. Evaluate how

perspectives of multiple individuals and groups have impacted the availability

of information and the creation of historical sources.

SS.6-8.H.3.LC. Classify the kinds

of historical sources used in a secondary interpretation to include sources

representing multiple perspectives.

SS.6-8.H.3.MdC. Detect possible biases

and limitations in the historical record based on evidence collected from

different kinds of historical sources by identifying the author, purpose,

funding/source, type of publication/outlet, intended audience, etc.

SS.6-8.H.3.MC. Evaluate the

validity of claims made in historical sources representing a variety of

perspectives, describe the possible or actual impact(s) of the sources on

audiences, and determine uses and applications.

SS.6-8.H.4.LC. Describe the

differences between correlation and causation in historical events and explain

multiple causes and effects of historical events.

SS.6-8.H.4.MdC. Compare and

contrast the central historical arguments in secondary works across multiple

media.

SS.6-8.H.4.MC. Organize and

critique applicable evidence to develop a coherent argument about the past.

Grades 9-12

SS.9-12.H.1. Evaluate the context

of time and place as well as structural factors that influence historical

developments.

SS.9-12.H.2. Analyze change and

continuity across historical eras and identify what perspectives have typically

influenced how historical eras are constructed.

SS.9-12.H.3. Evaluate the methods

used to promote change and the effects and outcomes of these methods on diverse

groups of people.

SS.9-12.H.4

xt

of time and place as well as structural factors that influence historical

developments.

SS.9-12.H.2. Analyze change and

continuity across historical eras and identify what perspectives have typically

influenced how historical eras are constructed.

SS.9-12.H.3. Evaluate the methods

used to promote change and the effects and outcomes of these methods on diverse

groups of people.

SS.9-12.H.4. Analyze how people

and institutions have interacted with environmental, scientific, technological societal

challenges.

SS.9-12.H.5.  Analyze the factors

and historical context, including overarching movements that influenced the

perspectives of people during different historical eras.

SS.9-12.H.6. Analyze the concept

and pursuit of the "American Dream" and identify the factors that

could promote or present barriers to the pursuit of the "American

Dream" for multiple groups of people.

SS.9-12.H.7. Identify and analyze the

role of individuals, groups and institutions in people's struggle for safety,

freedom, equality and justice.

SS.9-12.H.8. Analyze key

historical events and contributions of individuals through a variety of

perspectives, including those of historically underrepresented groups.

SS.9-12.H.9. Analyze the

relationship between historical sources and the secondary interpretations made

from them.

SS.9-12.H.10. Identify and analyze

ways in which marginalized communities are represented in historical sources and

seek out sources created by historically oppressed peoples.

SS.9-12.H.11. Analyze primary and secondary

historical sources from multiple vantage points and perspectives to identify

and explain dominant narratives and counter narratives of historical events.

SS.9-12.H.12. Analyze the causes

and effects of global conflicts and economic crises.

SS.9-12.H.13. Analyze multiple and

complex causes and effects of events in the past.

SS.9-12.H.14. Analyze the

geographic and cultural forces that have resulted in conflict and cooperation

vantage points and perspectives to identify

and explain dominant narratives and counter narratives of historical events.

SS.9-12.H.12. Analyze the causes

and effects of global conflicts and economic crises.

SS.9-12.H.13. Analyze multiple and

complex causes and effects of events in the past.

SS.9-12.H.14. Analyze the

geographic and cultural forces that have resulted in conflict and cooperation.

Identify the cause and effects of imperialism and colonization.

Standards for Anthropology,

Psychology, Sociology, and Religious Studies Apply to Grades 9-12 Only

Anthropology Standards

SS.9-12.ANTH.1. Analyze the elements

of culture and explain the factors that shape these elements differently around

the world.

SS.9-12.ANTH.2. Explain how

cultures develop and vary in response to their physical and social environment,

including local, national, regional and global patterns.

SS.9-12.ANTH.3. Explain why

anthropologists study culture from a holistic perspective.

SS.9-12.ANTH.4. Evaluate one's own

cultural assumptions using anthropological concepts.

SS.9-12.ANTH.5. Apply

anthropological concepts and anthropological knowledge to a variety of

everyday, real-world situations.

SS.9-12.ANTH.6. Explain how local

actions can have global consequences and how global patterns and processes can

affect seemingly unrelated local actions.

Psychology Standards

SS.9-12.PSY.1. Identify scientific

methodologies utilized in psychological research.

SS.9-12.PSY.2. Evaluate the

conclusions made by psychological research, including ethical concerns.

SS.9-12.PSY.3. Understand a

variety of psychological perspectives and apply their concepts and theoretical

ideas to the investigation of similarities and differences in behavior and

mental processes.

SS.9-12.PSY.4.  Analyze how

biological, psychological and sociocultural factors and their interactions

influence individuals' behavior and mental processes.

SS.9-12.PSY.5

luding ethical concerns.

SS.9-12.PSY.3. Understand a

variety of psychological perspectives and apply their concepts and theoretical

ideas to the investigation of similarities and differences in behavior and

mental processes.

SS.9-12.PSY.4.  Analyze how

biological, psychological and sociocultural factors and their interactions

influence individuals' behavior and mental processes.

SS.9-12.PSY.5.  Evaluate the

complexities of human thought and behavior, as well as the factors related to

the individual differences among people.

SS.9-12.PSY.6.  Identify and apply

psychological thinking to personal and societal experiences and issues.

SS.9-12.PSY.7.  Apply

psychological knowledge to one's daily life.

SS.9-12.PSY.8.  Use appropriate

psychological terminology with reference to psychologists and their experiments

and theories in order to explain the possible causes of and impact on behavior

and mental processes.

Sociology Standards

SS.9-12.SOC.1. Identify and apply

sociological perspectives and a variety of sociological theories.

SS. 9-12.SOC.2. Analyze the impact

of social structure, including culture, institutions, and societies.

SS.9-12.SOC.3. Hypothesize how

primary agents of socialization influence the individual.

SS.9-12.SOC.4. Describe the impact

of social relationships on the self, groups and socialization processes.

SS.9-12.SOC.5. Explain the social

construction of self and groups and their impact on the life changes of

individuals.

SS.9-12.SOC.6. Analyze the impact

of stratification and inequality on groups and the individuals within them.

Religious Studies Standards

SS.9-12.REL.1. Explain and analyze

the distinction between a devotional assertion of religious beliefs and

behaviors and the academic study of diverse devotional assertions from a

nonsectarian perspective in specific social and historical contexts.

SS.9-12.REL.2

-12.SOC.6. Analyze the impact

of stratification and inequality on groups and the individuals within them.

Religious Studies Standards

SS.9-12.REL.1. Explain and analyze

the distinction between a devotional assertion of religious beliefs and

behaviors and the academic study of diverse devotional assertions from a

nonsectarian perspective in specific social and historical contexts.

SS.9-12.REL.2. Describe and analyze

examples of how religions are internally diverse at both macro levels (sects

and divisions within traditions) and micro levels (differences within specific

religious communities).

SS.9-12.REL.3. Describe and

analyze examples of how religions evolve and change over time in response to

differing social, historical, and political contexts.

SS.9-12.REL.4. Describe and

analyze examples of how religions are embedded in all aspects of culture and

cannot only be isolated to the "private" sphere.

SS.9-12.REL.5. Explain how

religious identities shape and are shaped by the beliefs people hold, the

behaviors they exhibit, and the ways people experience membership in

intersecting communities.

SS.9-12.REL.6. Identify how

internal diversity is evident in beliefs, behaviors, and experiences of

belonging to various communities.

SS.9-12.REL.7. Analyze how

beliefs, behaviors, and experiences of belonging to communities change over

time.

SS.9-12.REL.8. Interpret how

beliefs, behaviors, and experiences of belonging to various communities affect

and are affected by other social, political, and cultural forces.

SS.9-12.REL.9. Give examples of

how beliefs, behaviors, and community experiences shape and are shaped by one

another in particular social and historical contexts.

PHYSICAL

DEVELOPMENT AND HEALTH

State Goal 19:  Acquire movement

and motor skills and understand concepts necessary to engage in moderate to

vigorous physical activity.

Standards:

Demonstrate physical competency in

a variety of motor skills and movement patterns.

Analyze various

movement concepts and applications

ape and are shaped by one

another in particular social and historical contexts.

PHYSICAL

DEVELOPMENT AND HEALTH

State Goal 19:  Acquire movement

and motor skills and understand concepts necessary to engage in moderate to

vigorous physical activity.

Standards:

Demonstrate physical competency in

a variety of motor skills and movement patterns.

Analyze various

movement concepts and applications.

Demonstrate knowledge of rules, safety, and strategies during physical

activity.

State Goal 20:  Achieve and

maintain a health-enhancing level of physical fitness based upon continual

self-assessment.

Standards:

Know and apply the principles and

components of health-related and skill-related fitness as applied to learning

and performance of physical activities.

Assess individual

fitness levels.

Set goals based on fitness data

and develop, implement and monitor an individual fitness improvement plan.

State Goal 21:  Develop skills

necessary to become a successful member of a team by working with others

through physical activity.

Standards:

Demonstrate

personal responsibility during group physical activities.

Demonstrate

cooperative skills during structured group physical activity.

State Goal 22:  Understand

principles of health promotion and the prevention and treatment of illness and

injury.

Standards:

Explain the basic principles of

health promotion, illness prevention and safety, including how to access valid

information, products and services.

Describe and explain the factors

that influence health among individuals, groups and communities.

Explain how the

environment can affect health.

Describe how to advocate for the

health of individuals, families, and communities.

State Goal 23:  Understand human

body systems and factors that influence growth and development.

Standards:

Describe and explain the structure

and functions of the human body systems and how they interrelate.

Explain the

effects of health-related actions on the body systems.

Describe factors

that affect growth and development

advocate for the

health of individuals, families, and communities.

State Goal 23:  Understand human

body systems and factors that influence growth and development.

Standards:

Describe and explain the structure

and functions of the human body systems and how they interrelate.

Explain the

effects of health-related actions on the body systems.

Describe factors

that affect growth and development.

Describe and explain the

structures and functions of the brain and how they are affected by different

types of physical activity and levels of fitness.

State Goal 24:  Promote and

enhance health and well-being through the use of effective communication and

decision-making skills.

Standards:

Demonstrate procedures for

communicating in positive ways, resolving differences, and preventing conflict.

Apply decision-making skills

related to the protection and promotion of individual, family, and community

health.

Demonstrate skills essential to

enhancing health and avoiding dangerous situations.

SOCIAL AND EMOTIONAL

LEARNING STANDARDS

Standards beginning in the 2026-2027 school year.

Goal 1: Self-Awareness

Develop the ability to recognize

and understand one's own emotions, identities, biases, and values; reflect on

how personal experiences, power, and privilege shape one's attitudes and

behaviors, and cultivate a sense of individual within social, cultural, and

political contexts. Self-awareness enables young people to respond

thoughtfully, affect change, cope with emotions, and motivate themselves to

persevere when faced with personal, academic or work-related obstacles.

Indicator 1A: Demonstrate

awareness and understanding of one's emotions and their influence upon

behavior.

1A.1. Early

Elementary (Kindergarten-Grade 2)

1A.1.1. Identify

emotions to support personal well-being.

1A.1.2. Describe

situations that may cause a variety of emotions.

1A.2. Late

Elementary (Grades 3-5)

1A.2.1. Identify a range of

increasingly complex emotions and possible causes for those emotions.

1A.2.2

te

awareness and understanding of one's emotions and their influence upon

behavior.

1A.1. Early

Elementary (Kindergarten-Grade 2)

1A.1.1. Identify

emotions to support personal well-being.

1A.1.2. Describe

situations that may cause a variety of emotions.

1A.2. Late

Elementary (Grades 3-5)

1A.2.1. Identify a range of

increasingly complex emotions and possible causes for those emotions.

1A.2.2. Identify coping strategies

that help express emotions in a healthy manner.

1A.3. Middle

School (Grades 6-8)

1A.3.1. Identify the relationships

between physiological changes, thoughts, feelings, and behaviors.

1A.3.2. Identify how personal

strengths, challenges, experiences, and identities influence choices and

outcomes.

1A.4. Early High

School (Grades 9-10)

1A.4.1. Analyze patterns in

emotional responses and decision-making in future situations.

1A.4.2. Evaluate how personal

qualities and emotions impact choices, interactions, relationships, and

academics.

1A.5. Late High

School (Grades 11-12)

1A.5.1. Identify strategies for

managing emotional responses and decision-making in future situations.

1A.5.2. Adjust behaviors to

emotional stressors, reflect on outcomes, and use insights for personal growth

and life success.

Indicator 1B: Demonstrate

awareness of personal and collective identity encompassing strengths, areas for

growth, aspirations, and cultural and linguistic assets.

1B.1. Early

Elementary (Kindergarten-Grade 2)

1B.1.1. Identify and discuss

personal strengths, challenges, and interests.

1B.1.2. Engage in conversations

about themselves and important people, places, and routines in their lives.

1B.2. Late

Elementary (Grades 3-5)

1B.2.1. Identify and explore

opportunities to develop personal strengths and assets (e.g., unique cultural

and language assets).

1B.2.2. Explain how one's identity

can be used to connect with peers, school, and community.

1B.3. Middle

School (Grades 6-8)

1B.3.1

gage in conversations

about themselves and important people, places, and routines in their lives.

1B.2. Late

Elementary (Grades 3-5)

1B.2.1. Identify and explore

opportunities to develop personal strengths and assets (e.g., unique cultural

and language assets).

1B.2.2. Explain how one's identity

can be used to connect with peers, school, and community.

1B.3. Middle

School (Grades 6-8)

1B.3.1. Identify and explore

opportunities to develop personal strengths and assets and how they influence

aspirations.

1B.3.2. Recognize how family,

peers, school, and community culture enrich their identity development.

1B.4. Early High School (Grades

9-10)

1B.4.1. Build self-confidence

through positive self-talk using affirmations and personal strengths, to solve

problems.

1B.4.2. Identify positive adult

role models and support systems and analyze if and how they contribute to

identity development.

1B.5. Late High

School (Grades 11-12)

1B.5.1. Create goals based on

personal strengths, assets, and aspirations.

1B.5.2. Participate meaningfully

and assess ways involvement in a community can support identity development and

encourage aspirations.

Indicator 1C: Understand how

external influences like culture, family, and community can deepen

understanding of personal and academic goals.

1C.1. Early

Elementary (Kindergarten-Grade 2)

1C.1.1. Set short-term goals and

identify reasons behind them with adult assistance.

1C.1.2. Identify a trusted adult

as a resource or support outside of the family.

1C.2. Late

Elementary (Grades 3-5)

1C.2.1. Identify a change they

want to see in their community and create a goal to accomplish it.

1C.2.2. Demonstrate the ability to

access a variety of resources to accomplish goals.

1C.3. Middle

School (Grades 6-8)

1C.3.1. Develop a long-term goal

that aligns with personal and academic interests and identify external

resources for support.

1C.3.2. Identify and understand the

attributes of safe peers at school or in the community.

1C.4. Early High

School (Grades 9-10)

1C.4.1

omplish it.

1C.2.2. Demonstrate the ability to

access a variety of resources to accomplish goals.

1C.3. Middle

School (Grades 6-8)

1C.3.1. Develop a long-term goal

that aligns with personal and academic interests and identify external

resources for support.

1C.3.2. Identify and understand the

attributes of safe peers at school or in the community.

1C.4. Early High

School (Grades 9-10)

1C.4.1. Demonstrate persistence

and adaptability in pursuing goals while considering the impact of changing

external circumstances.

1C.4.2. Develop and implement a

long-term plan that anticipates and reflects unexpected outcomes, while

adapting strategies and leveraging external resources such as family,

community, and other supports.

1C.5. Late High

School (Grades 11-12)

1C.5.1. Analyze how external

factors like socioeconomic background, cultural norms, and role models have

shaped their academic and career pathways.

1C.5.2. Evaluate and adjust goals

over time in response to changing external circumstances or new insights and

knowledge.

Goal 2: Self-Management

Self-management includes abilities

such as managing one's emotions, identifying and using stress management and

self-care strategies, expressing emotions in healthy ways, exhibiting

self-discipline and self-motivation, setting personal and collective goals,

using planning and organizational skills, showing the courage to take

initiative, demonstrating personal and collective agency, and cultivating

resilience and overcoming adversity. Self-management empowers individuals to

regulate their emotions and behavior, cope with stress and adversity, and build

resilience, agency, and hope − ultimately leading to stronger

relationships, improved mental health, academic and life success, and the

ability to achieve personal and collective goals.

Indicator 2A: Manage one's

emotions, thoughts, and behaviors in effective ways.

2A.1. Early Elementary

(Kindergarten-Grade 2)

2A.1.1. Describe connections

between feelings, thoughts, and actions.

2A.1.2

build

resilience, agency, and hope − ultimately leading to stronger

relationships, improved mental health, academic and life success, and the

ability to achieve personal and collective goals.

Indicator 2A: Manage one's

emotions, thoughts, and behaviors in effective ways.

2A.1. Early Elementary

(Kindergarten-Grade 2)

2A.1.1. Describe connections

between feelings, thoughts, and actions.

2A.1.2. Use a variety of

strategies to manage strong emotions.

2A.2. Late Elementary (Grades 3-5)

2A.2.1. Recognize early signs of

stress or frustration and apply effective coping strategies.

2A.2.2. Adapt behavior in

different settings to meet expectations.

2A.3. Middle School (Grades 6-8)

2A.3.1. Demonstrate impulse

control in constructive ways to handle conflict or disappointment.

2A.3.2. Balance responsibilities

and manage time effectively to meet independently set goals.

2A.4. Early High School (Grades

9-10)

2A.4.1. Apply self-regulation strategies

in real-life situations.

2A.4.2. Sustain focus and

motivation by applying healthy coping strategies to manage stress, anxiety, or

setbacks.

2A.5. Late High School (Grades

11-12)

2A.5.1. Demonstrate

self-regulation skills in challenging or unfamiliar contexts.

2A.5.2. Demonstrate resilience and

flexibility when facing unexpected changes.

Indicator 2B: Demonstrate

awareness of personal and collective identity encompassing strengths, areas for

growth, aspirations, and cultural and linguistic assets.

2B.1.

Early Elementary (Kindergarten-Grade 2)

2B.1.1. Apply basic coping

strategies and seek appropriate help when facing challenges.

2B.1.2. Reframe setbacks

positively, with adult support.

2B.2. Late Elementary (Grades 3-5)

2B.2.1. Select and use appropriate

coping strategies for different situations and celebrate small wins.

2B.2.2. Demonstrate flexibility

when plans change or during academic or social challenges.

2B.3. Middle School (Grades 6-8)

2B.3.1. Identify common stressors

and describe healthy strategies to manage stress and anxiety.

2B.3.2

positively, with adult support.

2B.2. Late Elementary (Grades 3-5)

2B.2.1. Select and use appropriate

coping strategies for different situations and celebrate small wins.

2B.2.2. Demonstrate flexibility

when plans change or during academic or social challenges.

2B.3. Middle School (Grades 6-8)

2B.3.1. Identify common stressors

and describe healthy strategies to manage stress and anxiety.

2B.3.2. Adapt to challenges using

effective coping strategies during complex personal and academic situations.

2B.4. Early High School (Grades

9-10)

2B.4.1. Reframe setbacks and

adjust goals to adapt to new challenges to sustain effort toward long term

personal and academic success.

2B.4.2. Reflect on the outcomes of

personal goals and seek support when needed.

2B.5. Late High School (Grades

11-12)

2B.5.1. Apply effective strategies

to challenges and use setbacks as opportunities for growth.

2B.5.2. Understand which

strategies and coping mechanisms work best for them and apply them when dealing

with life events.

Indicator 2C: Understand how

external influences like culture, family, and community can deepen

understanding of personal and academic goals.

2C.1. Early Elementary

(Kindergarten-Grade 2)

2C.1.1. Identify a personal or

academic goal, with adult support, and use simple strategies to meet the goal.

2C.1.2. Express feelings and choices

when facing a challenge, celebrate progress, and recognize when a problem is

solved.

2C.2. Late Elementary (Grades 3-5)

2C.2.1. Set short-term goals,

identify steps to meet those goals, and modify the steps if needed.

2C.2.2. Identify personal needs

and understand how well-being supports meeting goals.

2C.3. Middle School (Grades 6-8)

2C.3.1. Prioritize tasks and

manage time effectively to support goal achievement.

2C.3.2. Recognize the connection

between healthy habits and the ability to focus and achieve goals.

2C.4. Early High School (Grades

9-10)

2C.4.1. Apply structured

problem-solving strategies to overcome challenges and seek feedback when

needed.

2C.4.2

being supports meeting goals.

2C.3. Middle School (Grades 6-8)

2C.3.1. Prioritize tasks and

manage time effectively to support goal achievement.

2C.3.2. Recognize the connection

between healthy habits and the ability to focus and achieve goals.

2C.4. Early High School (Grades

9-10)

2C.4.1. Apply structured

problem-solving strategies to overcome challenges and seek feedback when

needed.

2C.4.2. Demonstrate consistent

personal wellness routines for health and safety, with increasing independence.

2C.5. Late High School (Grades

11-12)

2C.5.1. Evaluate the effectiveness

of problem-solving strategies and independently solve problems.

2C.5.2. Utilize resiliency,

resources, and inherent capabilities to prepare for life beyond high school.

Goal 3: Social Awareness

Social awareness is the ability to

understand the perspectives of and empathize with others, including those with

diverse backgrounds, cultures, abilities, identities, contexts, and life

experiences by recognizing perspectives, showing concern for others, and

demonstrating mutual understanding in interpersonal interactions. Social

awareness builds inclusive, safe learning environments and fosters empathy,

compassion, and civic responsibility. It equips students to work effectively in

diverse teams, strengthens relationships, reduces conflict, and enhances school

culture, while preparing students to be culturally sensitive citizens in a

global society.

Indicator 3A: Recognize that

others may have similar or different thoughts and feelings based upon their

experiences, abilities, community, and cultural and social groups.

3A.1. Early Elementary

(Kindergarten-Grade 2)

3A.1.1. Recognize that others may

have different preferences, beliefs, or feelings about the same situation.

3A.1.2. Recognize and name basic

emotions of others using facial expressions, tone of voice, and context clues.

3A.2. Late Elementary (Grades 3-5)

3A.2.1

ngs based upon their

experiences, abilities, community, and cultural and social groups.

3A.1. Early Elementary

(Kindergarten-Grade 2)

3A.1.1. Recognize that others may

have different preferences, beliefs, or feelings about the same situation.

3A.1.2. Recognize and name basic

emotions of others using facial expressions, tone of voice, and context clues.

3A.2. Late Elementary (Grades 3-5)

3A.2.1. Identify similarities and

differences in verbal and non-verbal communication between and within a variety

of cultural and social groups.

3A.2.2. Identify how backgrounds

can be similar and different and demonstrate acceptance of differing social

beliefs and perspectives.

3A.3. Middle School (Grades 6-8)

3A.3.1. Explore ways to use

culturally responsive practices to enrich an understanding of the world.

3A.3.2. Practice and adopt clear

strategies for accepting and supporting similarities and differences between

oneself and others.

3A.4.

Early High School (Grades 9-10)

3A.4.1. Analyze how social,

historical, and cultural contexts shape people's experiences and worldviews.

3A.4.2. Demonstrate empathy and

humility by actively listening to and supporting diverse viewpoints, especially

those different from their own.

3A.5. Late High School (Grades

11-12)

3A.5.1. Evaluate strategies for

engaging in non-verbal and verbal communication across multiple cultures.

3A.5.2. Apply empathy and

perspective-taking in real-world contexts, including civic engagement,

leadership, and collaborative problem-solving.

Indicator 3B: Demonstrate a range

of skills to interact and communicate effectively with others in social and

academic settings.

3B.1. Early Elementary

(Kindergarten-Grade 2)

3B.1.1. Use words or non-verbal

gestures to comfort or welcome others.

3B.1.2. Demonstrate the ability to

wait, take turns, and share with others.

3B.2. Late Elementary (Grades 3-5)

3B.2.1. Use calming signals or check-in

signals to demonstrate understanding and focus.

3B.2.2. Attempt different roles in

cooperative groups.

3B.3

academic settings.

3B.1. Early Elementary

(Kindergarten-Grade 2)

3B.1.1. Use words or non-verbal

gestures to comfort or welcome others.

3B.1.2. Demonstrate the ability to

wait, take turns, and share with others.

3B.2. Late Elementary (Grades 3-5)

3B.2.1. Use calming signals or check-in

signals to demonstrate understanding and focus.

3B.2.2. Attempt different roles in

cooperative groups.

3B.3. Middle School (Grades 6-8)

3B.3.1. Engage in simple

conversations with awareness of different communication styles.

3B.3.2. Interpret verbal and

nonverbal cues to identify others' emotions and respond with consideration even

when perspectives differ.

3B.4. Early High School (Grades

9-10)

3B.4.1. Explore ways to use

culturally specific practices like language, customs, and ways of engaging to

enrich understanding of the world.

3B.4.2. Present information and

adapt organization to the task, purpose, and audience, considering diverse

communication preferences.

3B.5. Late High School (Grades

11-12)

3B.5.1. Reflect on and adjust communication

style to better understand the impact of inequities on individuals and groups.

3B.5.2. Advocate for self, others,

or groups who are marginalized, experiencing distress, or societal inequities

in culturally and contextually considerate ways.

Indicator 3C: Demonstrate

awareness of other's emotions, perspectives, backgrounds, identities,

languages, abilities and cultures.

3C.1. Early Elementary

(Kindergarten-Grade 2)

3C.1.1. Identify visible

differences among people.

3C.1.2. Learn about others'

cultures, holidays, and traditions through stories, conversations, and

classroom activities.

3C.2. Late

Elementary (Grades 3-5)

3C.2.1. Acknowledge and appreciate

cultural practices and traditions.

3C.2.2. Reflect on how learning

about others helps build a stronger, more inclusive community.

3C.3. Middle School (Grades 6-8)

3C.3.1

visible

differences among people.

3C.1.2. Learn about others'

cultures, holidays, and traditions through stories, conversations, and

classroom activities.

3C.2. Late

Elementary (Grades 3-5)

3C.2.1. Acknowledge and appreciate

cultural practices and traditions.

3C.2.2. Reflect on how learning

about others helps build a stronger, more inclusive community.

3C.3. Middle School (Grades 6-8)

3C.3.1. Participate in activities,

with adult support, that identify and challenge stereotypes or assumptions

about people from different backgrounds or abilities.

3C.3.2. Engage with peers who have

different backgrounds, identities, and abilities in an open dialogue.

3C.4. Early High School (Grades

9-10)

3C.4.1. Examine how cultural,

social, and personal identities and abilities influence people's values,

behaviors and perspectives.

3C.4.2. Analyze the importance of

inclusion and representation in school, community, and media through

collaborative dialogue.

3C.5. Late High School (Grades

11-12)

3C.5.1. Engage in dialogue and

collaborative action to address inequities in one's community.

3C.5.2. Examine how personal

identity, values, and experiences can influence interactions with others in the

community and broader society.

Goal 4: Relationship Skills

The ability to establish, maintain,

and restore healthy, rewarding connections with individuals and groups. This

includes communicating clearly, listening actively, cooperating, resisting

inappropriate social pressure, negotiating conflict constructively, and seeking

or offering help when needed. Relationship skills are the foundation for

success in school, work, and life. Supportive, nurturing relationships with

others is essential to the healthy and holistic development of all young

people. Whether it's collaborating on a group project, navigating a disagreement

with a friend, or working in a diverse team as an adult, strong interpersonal

skills are what make these interactions effective and meaningful

are the foundation for

success in school, work, and life. Supportive, nurturing relationships with

others is essential to the healthy and holistic development of all young

people. Whether it's collaborating on a group project, navigating a disagreement

with a friend, or working in a diverse team as an adult, strong interpersonal

skills are what make these interactions effective and meaningful.

Indicator 4A: Recognize, value,

and affirm individual and group similarities and differences to build stronger

relationships within communities.

4A.1. Early Elementary

(Kindergarten-Grade 2)

4A.1.1. Share and celebrate

something special about themselves and something special about a classmate.

4A.1.2. Work cooperatively with

others, showing willingness to include everyone.

4A.2. Late Elementary (Grades 3-5)

4A.2.1. Analyze how similarities

and differences among individuals and groups influence relationships.

4A.2.2. Engage in collaborative

problem-solving that values input from all group members.

4A.3. Middle School (Grades 6-8)

4A.3.1. Identify how others may be

feeling by observing body language, tone of voice, and the situation.

4A.3.2. Recognize and acknowledge

others' emotions and perspectives in various social situations.

4A.4. Early High School (Grades

9-10)

4A.4.1. Express and affirm that

similarities and differences are what make communities strong and interesting.

4A.4.2. Participate in community

or school activities that acknowledge, include, or celebrate diverse voices.

4A.5. Late High School (Grades

11-12)

4A.5.1. Critically examine how

recognizing and affirming differences strengthens teams, communities, and the

workplace.

4A.5.2. Exhibit leadership through

service to improve the school and community.

Indicator 4B: Demonstrate effective

communication and listening skills with individuals with diverse perspectives,

cultures, languages, histories, identities, and abilities to build

relationships.

4B.1. Early Elementary

(Kindergarten-Grade 2)

4B.1.1

g differences strengthens teams, communities, and the

workplace.

4A.5.2. Exhibit leadership through

service to improve the school and community.

Indicator 4B: Demonstrate effective

communication and listening skills with individuals with diverse perspectives,

cultures, languages, histories, identities, and abilities to build

relationships.

4B.1. Early Elementary

(Kindergarten-Grade 2)

4B.1.1. Recognize differences in

how people express themselves.

4B.1.2. Learn ways to share ideas

and show interest in what others are saying in a variety of situations or

environments.

4B.2. Late Elementary (Grades 3-5)

4B.2.1. Use inclusive language and

avoid teasing or exclusion.

4B.2.2. Listen actively and allow

space for communication by reducing distractions.

4B.3. Middle School (Grades 6-8)

4B.3.1. Engage in conversations

that reflect understanding of others' viewpoints.

4B.3.2. Engage in inclusive

conversations and cooperative group interactions while avoiding distractions.

4B.4. Early High School (Grades

9-10)

4B.4.1. Demonstrate the ability to

present and support a point of view in a positive, and inclusive manner.

4B.4.2. Demonstrate the ability to

listen and engage when faced with conflicting viewpoints.

4B.5. Late High School (Grades

11-12)

4B.5.1. Analyze how an individual's

own identity and the identity of others influence communication.

4B.5.2. Adjust communication

styles to be inclusive while also recognizing the impact of technology on

face-to-face interactions in academic and professional settings.

Indicator 4C: Demonstrate an

ability to prevent, manage, and resolve conflicts by interacting productively

with others.

4C.1. Early Elementary

(Kindergarten-Grade 2)

4C.1.1. Use calm words and actions

to try to stop small problems before they become bigger.

4C.1.2. Communicate needs and

wants clearly with peers and adults.

4C.2. Late Elementary (Grades 3-5)

4C.2.1. Identify self-regulation

strategies and to take a break when conflicts arise.

4C.2.2

and resolve conflicts by interacting productively

with others.

4C.1. Early Elementary

(Kindergarten-Grade 2)

4C.1.1. Use calm words and actions

to try to stop small problems before they become bigger.

4C.1.2. Communicate needs and

wants clearly with peers and adults.

4C.2. Late Elementary (Grades 3-5)

4C.2.1. Identify self-regulation

strategies and to take a break when conflicts arise.

4C.2.2. Identify the steps it

takes to solve a problem and, with prompting, put those steps into action.

4C.3. Middle School (Grades 6-8)

4C.3.1. Identify the connections

between behaviors and outcomes and understand that choices are influenced by

potential consequences.

4C.3.2. Demonstrate consideration

of others during conflict and seek adult assistance when needed.

4C.4. Early High School (Grades

9-10)

4C.4.1. Analyze the short-term and

long-term outcomes of all behaviors and evaluate how responsible decision

making improves outcomes.

4C.4.2. Apply problem-solving

steps to find fair solutions to conflicts, including responding to feedback

from others in a productive manner.

4C.5. Late High School (Grades

11-12)

4C.5.1. Use cooperative strategies

for collaborating with peers, adults, and others in the community.

4C.5.2. Practice using negotiation

skills to reach collective solutions that value relationships, promote justice,

and acknowledge the needs of everyone involved.

Goal 5: Responsible Decision-Making

The ability to make caring and

constructive choices about personal behavior and social interactions across

various situations. Demonstrate intentional decision-making skills and

behaviors that consider social, emotional, and physical safety and well-being

in personal, school, and community contexts. This includes the capacities to

consider ethical standards and safety concerns, as well as to evaluate the

benefits and consequences of various actions for personal, social, and

collective well-being. Responsible decision-making is the foundation of an

individual's participation in community

der social, emotional, and physical safety and well-being

in personal, school, and community contexts. This includes the capacities to

consider ethical standards and safety concerns, as well as to evaluate the

benefits and consequences of various actions for personal, social, and

collective well-being. Responsible decision-making is the foundation of an

individual's participation in community. Each person needs the ability to solve

problems by defining issues and decisions to be made, generating multiple

solutions, anticipating the outcomes of each solution, and having the ability

to evaluate and learn from the outcomes of their decision making.

Indicator 5A: Actively engage in a

process of questioning, investigating, and seeking understanding about a topic

or problem to construct knowledge and problem solving.

5A.1. Early Elementary

(Kindergarten-Grade 2)

5A.1.1. Ask questions using what,

when, where, why, and how to learn about the environment and others.

5A.1.2. Identify problems in their

environment and who is involved.

5A.2. Late Elementary (Grades 3-5)

5A.2.1. Demonstrate the ability to

ask questions aimed at understanding different perspectives or experiences.

5A.2.2. Demonstrate interest as to

why some people may have different life opportunities, needs, or perspectives.

5A.3.

Middle School (Grades 6-8)

5A.3.1. Generate and pose

open-ended questions to explore problems affecting different people, places, or

systems.

5A.3.2. Investigate how identity,

context, and perspective influence how problems are defined, experienced, and

addressed.

5A.4. Early High School (Grades

9-10)

5A.4.1. Pose questions about the

world and people and how various problems impact various groups.

5A.4.2. Identify how bias and

assumptions influence knowledge, research, and problem solving.

5A.5. Late High School (Grades

11-12)

5A.5.1. Seek input from diverse

sources and voices when exploring a problem.

5A.5.2. Seek understanding of

different viewpoints prior to making insightful decisions

5A.4.1. Pose questions about the

world and people and how various problems impact various groups.

5A.4.2. Identify how bias and

assumptions influence knowledge, research, and problem solving.

5A.5. Late High School (Grades

11-12)

5A.5.1. Seek input from diverse

sources and voices when exploring a problem.

5A.5.2. Seek understanding of

different viewpoints prior to making insightful decisions.

Indicator 5B: Consider multiple

sources of information and diverse perspectives to make informed decisions

about the potential impact on themselves and others.

5B.1. Early Elementary

(Kindergarten-Grade 2)

5B.1.1. Use classroom materials

and adults to learn about a topic before making a choice.

5B.1.2. Describe how a decision

made in class or at home affected others.

5B.2. Late Elementary (Grades 3-5)

5B.2.1. Compare different

viewpoints or facts before choosing a course of action.

5B.2.2. Reflect on how a decision

impacted oneself and others.

5B.3. Middle School (Grades 6-8)

5B.3.1. Consider how personal

values, peer influence, and media shape decision making.

5B.3.2. Reflect on how decisions

affect relationships, group dynamics, or community well-being.

5B.4. Early High School (Grades

9-10)

5B.4.1. Synthesize information

from varied and credible sources to support complex decisions.

5B.4.2. Anticipate and reflect

upon the broader social, emotional, and ethical consequences of decisions.

5B.5. Late High School (Grades

11-12)

5B.5.1. Make informed decisions

grounded in data and ethical reasoning by anticipating how their choices can

advance or hinder self or others.

5B.5.2. Generate solutions while

considering the impact on personal well-being, relationships, and communities.

Indicator 5C: Demonstrate the

ability to make thoughtful, safe, and inclusive decisions when making choices

in academic, social, and digital environments.

5C.1. Early Elementary

(Kindergarten-Grade 2)

5C.1.1. Use technology and follow

basic digital safety rules with guidance.

5C.1.2

5B.5.2. Generate solutions while

considering the impact on personal well-being, relationships, and communities.

Indicator 5C: Demonstrate the

ability to make thoughtful, safe, and inclusive decisions when making choices

in academic, social, and digital environments.

5C.1. Early Elementary

(Kindergarten-Grade 2)

5C.1.1. Use technology and follow

basic digital safety rules with guidance.

5C.1.2. Choose inclusive behaviors

during play and express understanding of how those decisions affect others.

5C.2. Late Elementary (Grades 3-5)

5C.2.1. Make safe choices online

and use technology appropriately.

5C.2.2. Recognize when their

decision did not lead to the intended outcome and identify an alternate

solution.

5C.3. Middle School (Grades 6-8)

5C.3.1. Demonstrate key aspects of

digital citizenship, including empathy, digital well-being, and managing time

spent online.

5C.3.2. Identify ways to make

thoughtful, safe, and inclusive decisions in the future through

self-reflection.

5C.4. Early High School (Grades

9-10)

5C.4.1. Develop strong digital

citizenship skills to navigate a complex digital landscape and protect self

from harm.

5C.4.2. Consider self-reflections

to make future decisions that are honest, more equitable, and considerate of

their well-being and the well-being of others.

5C.5. Late High School (Grades

11-12)

5C.5.1. Utilize technology to

prepare for future academic and professional success.

5C.5.2. Apply insights from past

experiences to make future decisions for the safety of themselves and others.

FINE ARTS

Beginning in the 2018-19 school year, there are no State

Goals for Learning in this area and the standards set forth below shall apply.

Discipline:  Visual Arts

Process:  Creating – Investigate,

Plan, Make

Anchor Standard 1:  Generate and

conceptualize artistic ideas and work.

Enduring Understandings

Creativity and innovative thinking

are essential life skills that can be developed

.

FINE ARTS

Beginning in the 2018-19 school year, there are no State

Goals for Learning in this area and the standards set forth below shall apply.

Discipline:  Visual Arts

Process:  Creating – Investigate,

Plan, Make

Anchor Standard 1:  Generate and

conceptualize artistic ideas and work.

Enduring Understandings

Creativity and innovative thinking

are essential life skills that can be developed.

Artists and designers shape

artistic investigations, following or breaking with traditions in pursuit of

creative art-making goals.

Process:  Creating – Investigate

Anchor Standard 2:  Organize and

develop artistic ideas and work.

Enduring Understandings

Artists and designers experiment

with forms, structures, materials, concepts, media, and art-making approaches.

Artists and designers balance

experimentation and safety, freedom and responsibility while developing and

creating artworks.

People create and interact with

objects, places and designs that define, shape, enhance and empower their

lives.

Process:  Creating – Reflect,

Refine, Continue

Anchor Standard 3:  Revise, refine

and complete artistic work.

Enduring Understanding

Artists and designers develop

excellence through practice and constructive critique, reflecting on, revising

and refining work over time.

Process:  Presenting – Select

Anchor Standard 4:  Select,

analyze and interpret artistic work for presentation.

Enduring Understanding

Artists and other presenters

consider various technologies, methods, venues, and criteria when analyzing,

selecting, and curating objects, artifacts, and artworks for preservation and

presentation.

Process:  Presenting – Analyze

Anchor Standard 5:  Develop and

refine artistic techniques and work for presentation.

Enduring Understanding

Artists, curators, and others

consider a variety of factors and methods, including evolving techniques, when

preparing and refining artwork for display or when deciding if and how to

preserve and protect artwork

artworks for preservation and

presentation.

Process:  Presenting – Analyze

Anchor Standard 5:  Develop and

refine artistic techniques and work for presentation.

Enduring Understanding

Artists, curators, and others

consider a variety of factors and methods, including evolving techniques, when

preparing and refining artwork for display or when deciding if and how to

preserve and protect artwork.

Process:  Presenting – Share

Anchor Standard 6:  Convey meaning

through the presentation of artistic work.

Enduring Understanding

Objects, artifacts, and artworks

collected, preserved, or presented by artists, museums, or other venues

communicate meaning and a record of social, cultural, and political

experiences, resulting in the cultivation of appreciation and understanding.

Process:  Responding – Perceive

Anchor Standard 7:  Perceive and

analyze artistic work.

Enduring Understandings

Individual aesthetic and empathic

awareness developed through engagement with art can lead to understanding and

appreciation of self, others, the natural world, and constructed environments.

Visual imagery influences

understanding of and responses to the world.

Process:  Responding – Analyze

Anchor Standard 8:  Construct

meaningful interpretations of artistic work.

Enduring Understanding

People gain insights into meanings

of artworks by engaging in the process of art criticism.

Process:  Responding – Interpret

Anchor Standard 9:  Apply criteria

to evaluate artistic work.

Enduring Understanding

People evaluate art based on

various criteria.

Process:  Connecting – Synthesize

Anchor Standard 10:  Synthesize

and relate knowledge and personal experiences to make art.

Enduring Understanding

Through art-making, people make

meaning by investigating and developing awareness of perceptions, knowledge and

experiences.

Process:  Connecting – Relate

Anchor Standard 11:  Relate

artistic ideas and works with societal, cultural, and historical context to

deepen understanding

e

Anchor Standard 10:  Synthesize

and relate knowledge and personal experiences to make art.

Enduring Understanding

Through art-making, people make

meaning by investigating and developing awareness of perceptions, knowledge and

experiences.

Process:  Connecting – Relate

Anchor Standard 11:  Relate

artistic ideas and works with societal, cultural, and historical context to

deepen understanding.

Enduring Understanding

People develop ideas and

understandings of society, culture and history through their interactions with

and analysis of art.

Discipline:  Music

Process:  Creating – Investigate,

Plan, Make

Anchor Standard 1:  Generate and

conceptualize artistic ideas and work.

Enduring Understanding

The creative ideas, concepts and

feelings that influence musicians' work emerge from a variety of sources.

Anchor Standard 2:  Organize and

develop artistic ideas and work.

Enduring Understanding

Creative choices are influenced by

one's expertise, context, and expressive intent.

Anchor Standard 3:  Revise, refine

and complete artistic work.

Enduring Understanding

People evaluate and refine their

work through openness to new ideas, persistence, and the application of the

appropriate criteria.

Process:  Performing

Anchor Standard 4:  Select,

analyze, and interpret artistic work for presentation.

Enduring Understanding

Performers' interest in and

knowledge of musical works, context for performance and understanding of their

own musicianship influence the selection of repertoire.

Anchor Standard 5:  Develop and

refine artistic techniques and work for presentation.

Enduring Understanding

To express their musical idea,

performers analyze, evaluate, and refine their performance over time through

openness to new ideas, persistence, and the application of appropriate

criteria.

Anchor Standard 6:  Convey meaning

through the presentation of artistic work.

Enduring Understanding

Performers judge performance based

on criteria that vary across time, place, and cultures

g Understanding

To express their musical idea,

performers analyze, evaluate, and refine their performance over time through

openness to new ideas, persistence, and the application of appropriate

criteria.

Anchor Standard 6:  Convey meaning

through the presentation of artistic work.

Enduring Understanding

Performers judge performance based

on criteria that vary across time, place, and cultures.  The context and how a

work is presented influence the audience response.

Process:  Responding

Anchor Standard 7:  Perceive and

analyze artistic work.

Enduring Understanding

Individuals choose music based on

their interests, experiences, musical understanding, and the musical work's

purpose.

Anchor Standard 8:  Construct

meaningful interpretations of artistic work.

Enduring Understanding

Through their use of elements and

structures of music, creators, and performers provide clues to their expressive

intent.

Anchor Standard 9:  Apply criteria

to evaluate artistic work.

Enduring Understanding

The personal evaluation of musical

works and performances is informed by analysis, interpretation, and teacher- or

student-established criteria.

Process:  Connecting

Anchor Standard 10:  Synthesize

and relate knowledge and personal experiences to make art.

Enduring Understanding

Performers connect their personal

interests, experiences, ideas, and knowledge to creating, performing, and

responding.

Anchor Standard 11:  Relate

artistic ideas and works with societal, cultural, and historical context to deepen

understanding.

Enduring Understanding

Understanding connections to

varied contexts and daily life enhances one's creating, performing, and

responding.

Discipline:  Dance

Process:  Creating – Explore

Anchor Standard 1:  Generate and

conceptualize artistic ideas and work.

Enduring Understanding

Choreographers use a variety of

sources as inspiration and transform concepts and ideas into movement for

artistic expression.

Process:  Creating – Plan

Anchor Standard 2:  Organize and

develop artistic ideas and work

ating, performing, and

responding.

Discipline:  Dance

Process:  Creating – Explore

Anchor Standard 1:  Generate and

conceptualize artistic ideas and work.

Enduring Understanding

Choreographers use a variety of

sources as inspiration and transform concepts and ideas into movement for

artistic expression.

Process:  Creating – Plan

Anchor Standard 2:  Organize and

develop artistic ideas and work.

Enduring Understanding

The elements of dance, dance

structures and choreographic devices serve as both a foundation and a departure

point for choreographers.

Process:  Creating – Revise

Anchor Standard 3:  Revise, refine

and complete artistic work.

Enduring Understanding

Choreographers analyze, evaluate,

refine, and document their work to communicate meaning.

Process:  Performing – Express

Anchor Standard 4:  Select,

analyze, and interpret artistic work for presentation.

Enduring Understanding

Body, space, time, and energy are

the basic elements of dance.

Process:  Performing – Embody

Anchor Standard 5:  Develop and

refine artistic techniques and work for presentation.

Enduring Understanding

Dancers use the mind-body connection

and develop the body as an instrument for artistry and artistic expression.

Process:  Performing – Present

Anchor Standard 6:  Convey meaning

through the presentation of artistic work.

Enduring Understanding

Dance performance is an interaction

among choreographer, performer, production elements and audience that heightens

and amplifies artistic intention.

Process:  Responding – Analyze

Anchor Standard 7:  Perceive and

analyze artistic work.

Enduring Understanding

Dance is perceived and analyzed to

comprehend its meaning.

Process:  Responding – Interpret

Anchor Standard 8:  Construct

meaningful interpretations of artistic work.

Enduring Understanding

Dance is interpreted by

considering intent, meaning and artistic expression as communicated through the

use of the body, elements of dance, dance technique, dance structure and

context

during Understanding

Dance is perceived and analyzed to

comprehend its meaning.

Process:  Responding – Interpret

Anchor Standard 8:  Construct

meaningful interpretations of artistic work.

Enduring Understanding

Dance is interpreted by

considering intent, meaning and artistic expression as communicated through the

use of the body, elements of dance, dance technique, dance structure and

context.

Process:  Responding – Critique

Anchor Standard 9:  Apply criteria

to evaluate artistic work.

Enduring Understanding

Criteria for evaluating dance vary

across genres, styles and cultures.

Process:  Connecting – Synthesize

Anchor Standard 10:  Synthesize

and relate knowledge and personal experiences to make art.

Enduring Understanding

Personal experiences, knowledge

and contexts are integrated and synthesized to interpret meaning in dance.

Process:  Connecting – Relate

Anchor Standard 11:  Relate

artistic ideas and works with societal, cultural and historical context to

deepen understanding.

Enduring Understanding

Dance literacy includes deep

knowledge and perspectives about societal, cultural, historical and community

contexts.

Discipline:  Theater

Process:  Creating – Envision,

Conceptualize

Anchor Standard 1:  Generate and

conceptualize artistic ideas and work.

Enduring Understanding

Theater artists rely on intuition,

curiosity, and critical inquiry.

Process:  Creating – Develop

Anchor Standard 2:  Organize and

develop artistic ideas and work.

Enduring Understanding

Theater artists work to discover

different ways of communicating meaning.

Process:  Creating – Rehearse

Anchor Standard 3:  Revise, refine

and complete artistic work.

Enduring Understanding

Theater artists refine their work

and practice their craft through rehearsal.

Process:  Performing – Select

Anchor Standard 4:  Select,

analyze, and interpret artistic work for presentation.

Enduring Understanding

Theater artists make strong

choices to convey meaning effectively

Process:  Creating – Rehearse

Anchor Standard 3:  Revise, refine

and complete artistic work.

Enduring Understanding

Theater artists refine their work

and practice their craft through rehearsal.

Process:  Performing – Select

Anchor Standard 4:  Select,

analyze, and interpret artistic work for presentation.

Enduring Understanding

Theater artists make strong

choices to convey meaning effectively.

Process:  Performing – Prepare

Anchor Standard 5:  Develop and

refine artistic techniques and work for presentation.

Enduring Understanding

Theater artists develop personal

processes and skills for a performance or design.

Process:  Performing – Share,

Present

Anchor Standard 6:  Convey meaning

through the presentation of artistic work.

Enduring Understanding

Theater artists share and present

stories, ideas and envisioned worlds to explore human experience.

Process:  Responding – Reflect

Anchor Standard 7:  Perceive and

analyze artistic work.

Enduring Understanding

Theater artists reflect to

understand the impact of drama processes and theater experiences.

Process:  Responding – Interpret

Anchor Standard 8:  Construct

meaningful interpretations of artistic work.

Enduring Understanding

Theater artists' interpretations

of drama/theater work are influenced by personal experiences and aesthetics.

Process:  Responding – Evaluate

Anchor Standard 9:  Apply criteria

to evaluate artistic work.

Enduring Understanding

Theater artists apply criteria to

investigate, explore and assess drama and theater work.

Process:  Connecting – Empathize

Anchor Standard 10:  Synthesize

and relate knowledge and personal experiences to make art.

Enduring Understanding

Theater artists allow awareness of

interrelationships between self and others to influence and inform their work.

Process:  Connecting – Interrelate,

Research

Anchor Standard 11:  Relate

artistic ideas and works with societal, cultural, and historical context to

deepen understanding

chor Standard 10:  Synthesize

and relate knowledge and personal experiences to make art.

Enduring Understanding

Theater artists allow awareness of

interrelationships between self and others to influence and inform their work.

Process:  Connecting – Interrelate,

Research

Anchor Standard 11:  Relate

artistic ideas and works with societal, cultural, and historical context to

deepen understanding.

Enduring Understanding

Theater artists understand and can

communicate their creative process as they analyze the way the world may be

understood.

Theater artists critically inquire

into the ways others have thought about and created drama processes and

productions to inform their own work.

Discipline:  Media Arts

Process:  Creating – Conceive

Anchor Standard 1:  Generate and

conceptualize artistic ideas and work.

Enduring Understanding

Media arts ideas, works and

processes are shaped by the imagination, creative processes, and experiences,

both within and outside the arts.

Process:  Creating – Develop

Anchor Standard 2:  Organize and

develop artistic ideas and work.

Enduring Understanding

Media artists plan, organize and

develop creative ideas, plans and models into process structures that can

effectively realize the artistic idea.

Process:  Creating – Construct

Anchor Standard 3:  Revise, refine

and complete artistic work.

Enduring Understanding

Media artists develop excellence

through practice and constructive critique, reflecting on, revising and

refining work over time.

Process:  Producing – Integrate

Anchor Standard 4:  Select,

analyze, and interpret artistic work for presentation.

Enduring Understanding

Media artists make choices about

how and to whom their work is presented.

Process:  Producing – Practice

Anchor Standard 5:  Develop and

refine artistic techniques and work for presentation.

Enduring Understanding

Media artists require a range of

skills and abilities to creatively solve problems within and through media arts

productions

et artistic work for presentation.

Enduring Understanding

Media artists make choices about

how and to whom their work is presented.

Process:  Producing – Practice

Anchor Standard 5:  Develop and

refine artistic techniques and work for presentation.

Enduring Understanding

Media artists require a range of

skills and abilities to creatively solve problems within and through media arts

productions.

Process:  Producing – Present

Anchor Standard 6:  Convey meaning

through the presentation of artistic work.

Enduring Understanding

Media artists purposefully

present, share and distribute media artworks for various contexts.

Process:  Responding – Perceive

Anchor Standard 7:  Perceive and

analyze artistic work.

Enduring Understanding

Media artworks can be appreciated

and interpreted through analyzing their components.

Process:  Responding – Interpret

Anchor Standard 8:  Construct

meaningful interpretations of artistic work.

Enduring Understanding

Interpretation and appreciation

require engagement with the content, form, and context of media artworks.

Process:  Responding – Evaluate

Anchor Standard 9:  Apply criteria

to evaluate artistic work.

Enduring Understanding

Skillful evaluation and critique

are critical components of experiencing, appreciating, and producing media

artworks.

Process:  Connecting – Synthesize

Anchor Standard 10:  Synthesize

and relate knowledge and personal experiences to make art.

Enduring Understanding

Personal and cultural experiences

affect and are affected by how media artworks are made and interpreted.

Process:  Connecting – Relate

Anchor Standard 11:  Relate

artistic ideas and works with societal, cultural and historical context to

deepen understanding.

Enduring Understanding

Media artworks and ideas are

better understood and produced by relating them to their purposes, values, and

various contexts.

COMPUTER

SCIENCE

Beginning in the 2022-23 school year, there are no State

Goals for Learning in this area and the standards set forth below shall apply

tistic ideas and works with societal, cultural and historical context to

deepen understanding.

Enduring Understanding

Media artworks and ideas are

better understood and produced by relating them to their purposes, values, and

various contexts.

COMPUTER

SCIENCE

Beginning in the 2022-23 school year, there are no State

Goals for Learning in this area and the standards set forth below shall apply.

"Computer Science" means the study of computers

and algorithms, including their principles, their hardware and software

designs, their implementation, and their impact on society. "Computer

Science" does not include the study of everyday uses of computers and

computer applications, such as keyboarding or accessing the Internet.

These standards are a modified version of the K-12 Computer

Science Framework, available at https://k12cs.org/, and introduce standards for

"Emerging Technologies" as a dynamic field that can contribute to many

future technologies. Examples of emerging technologies currently include, but

are not limited to, artificial intelligence, quantum computing, augmented

reality, and applications of robotics. Teachers and students are given freedom

to decide how to incorporate the future of computing into their classrooms.

Within each grade band standards, this domain consists of a general progression

of competencies that students should have across grade levels. These are

duplicated and presented in each grade band.

Computer Science Practices

"The seven core practices of

computer science describe the behaviors and ways of thinking that

computationally literate students use to fully engage in today's data-rich and

interconnected world. The practices naturally integrate with one another and

contain language that intentionally overlaps to illuminate the connections

among them. They are displayed in an order that suggests a process for

developing computational artifacts

r science describe the behaviors and ways of thinking that

computationally literate students use to fully engage in today's data-rich and

interconnected world. The practices naturally integrate with one another and

contain language that intentionally overlaps to illuminate the connections

among them. They are displayed in an order that suggests a process for

developing computational artifacts. This process is cyclical and can follow

many paths; in the framework, it begins with recognizing diverse users and

valuing others’ perspectives and ends with communicating the results to broad

audiences.

Unlike the core concepts, the

practices are not delineated by grade bands. Rather, the practices use a narrative

to describe how students should exhibit each practice with increasing

sophistication from kindergarten to Grade 12. In addition to describing the

progression, these narratives also provide some examples of the

interrelatedness of the practice statements and the ways in which these

statements build upon one another." (K-12 Computer Science Framework).

Computer science practices 8 and 9

were added to the seven core practices from the K-12 Computer Science Framework

in order to meet the needs of emerging and future technologies.

Practice 1 – Fostering an

inclusive computing culture.

Practice 2 – Collaborating around

computing.

Practice 3 − Recognizing and

defining computational problems.

Practice 4 − Developing and

using abstractions.

Practice 5 − Creating

computational artifacts.

Practice 6 − Testing and

refining computational artifacts.

Practice 7 − Communicating

about computing.

Practice 8 − Analyzing the

effects of advancements in computing on one's society, economy, and culture.

Practice 9 − Reflecting on

and revising one's computational thought processes and those of others.

All standards are coded for ease of use and reference

− Creating

computational artifacts.

Practice 6 − Testing and

refining computational artifacts.

Practice 7 − Communicating

about computing.

Practice 8 − Analyzing the

effects of advancements in computing on one's society, economy, and culture.

Practice 9 − Reflecting on

and revising one's computational thought processes and those of others.

All standards are coded for ease of use and reference. The

code is keyed as follows:

"Grade

Band.Content Domain.Number of Standard"

K-2 Standards

Computing Systems

Devices

K-2.CS.1 Select and operate

appropriate software to perform a variety of tasks and recognize that users

have different needs and preferences for the technology they use.

Hardware and Software

K-2.CS.02 Use appropriate

terminology in identifying and describing the function of common physical

components of computing systems (hardware).

Troubleshooting

K-2.CS.03 Describe basic hardware

and software problems using accurate terminology.

Networks and the Internet

Cybersecurity

K-2.NI.04 Explain what passwords

are and why we use them and use strong passwords to protect devices and

information from unauthorized access.

Data and Analysis

Storage

K-2.DA.05 Store, copy, search,

retrieve, modify, and delete information using a computing device and define

the information stored as data.

Collection,

Visualization, and Transformation

K-2.DA.06 Collect

and present the same data in various visual formats.

Inference and

Models

K-2.DA.07 Identify and describe

patterns in data visualizations, such as charts or graphs, to make predictions.

Algorithms and Programming

Algorithms

K-2.AP.08 Model daily processes by

creating and following algorithms (sets of step-by-step instructions) to

complete tasks.

Variables

K-2.AP.09 Model the way programs

store and manipulate data by using numbers or other symbols to represent

information.

Control

K-2.AP.10 Develop programs with

sequences and simple loops, to express ideas or address a problem

lgorithms and Programming

Algorithms

K-2.AP.08 Model daily processes by

creating and following algorithms (sets of step-by-step instructions) to

complete tasks.

Variables

K-2.AP.09 Model the way programs

store and manipulate data by using numbers or other symbols to represent

information.

Control

K-2.AP.10 Develop programs with

sequences and simple loops, to express ideas or address a problem.

Modularity

K-2.AP.11 Decompose (break down)

the steps needed to solve a problem into a precise sequence of instructions.

Program

Development

K-2.AP.12 Develop plans that

describe a program's sequence of events, goals, and expected outcomes.

K-2.AP.13 Give attribution when

using the ideas and creations of others while developing programs.

K-2.AP.14 Debug (identify and fix)

errors in an algorithm or program that includes sequences and simple loops.

K-2.AP.15 Using correct

terminology, describe steps taken and choices made during the iterative process

of program development.

Impacts of Computing

Culture

K-2.IC.16 Compare how people live

and work before and after the implementation or adoption of new computing

technology.

Social

Interactions

K-2.IC.17 Work

respectfully and responsibly with others online.

Safety Law and

Ethics

K-2.IC.18 Keep login information

private and log off of devices appropriately.

Emerging and Future Technologies

K-2.ET.A Explain that the field of

emerging technologies will be evolving and rapidly growing.

K-2.ET.B Compare existing and

emerging technologies, ideas, and concepts.

K-2.ET.C Describe how emerging

technologies are influencing current events at a local and global scale.

K-2.ET.D Predict the positive and

negative societal, cultural, and economic impacts that emerging and future

technologies may generate.

K-2.ET.E Create new or original

work by applying emerging technologies.

Grades 3-5 Standards

Computing Systems

Devices

3-5.CS.01 Describe how internal

and external parts of computing devices function to form a system

current events at a local and global scale.

K-2.ET.D Predict the positive and

negative societal, cultural, and economic impacts that emerging and future

technologies may generate.

K-2.ET.E Create new or original

work by applying emerging technologies.

Grades 3-5 Standards

Computing Systems

Devices

3-5.CS.01 Describe how internal

and external parts of computing devices function to form a system.

Hardware and

Software

3-5.CS.02 Model how computer

hardware and software work together as a system to accomplish tasks. Discuss

task specific embedded systems.

Troubleshooting

3-5.CS.03 Determine potential

solutions to solve simple hardware and software problems using common

troubleshooting strategies.

Networks and the Internet

Network

Communication and Organization

3-5.NI.04 Model how information is

broken down into smaller pieces, transmitted as packets through multiple

devices over networks and the Internet, and reassembled at the destination.

Cybersecurity

3-5.NI.05 Discuss real-world

cybersecurity problems and how personal information can be protected.

Data and Analysis

Collection,

Visualization, and Transformation

3-5.DA.06 Organize and present

collected data visually to highlight relationships and support a claim.

Interference and

Models

3-5.DA.07 Use data to highlight or

propose cause-and-effect relationships, predict outcomes, or communicate an

idea.

Algorithms and Programming

Algorithms

3-5.AP.08 Compare and refine

multiple algorithms for the same task and determine which is the most

appropriate.

Variables

3-5.AP.09 Create programs that use

variables to store and modify data.

Control

3-5.AP.10 Create programs that

include sequences, events, loops, and conditionals.

Modularity

3-5.AP.11 Decompose (break down)

problems into smaller, manageable subproblems to facilitate the program

development process.

3-5.AP.12 Modify, remix, or

incorporate portions of an existing program into one's own work, to develop

something new or add more advanced features

re and modify data.

Control

3-5.AP.10 Create programs that

include sequences, events, loops, and conditionals.

Modularity

3-5.AP.11 Decompose (break down)

problems into smaller, manageable subproblems to facilitate the program

development process.

3-5.AP.12 Modify, remix, or

incorporate portions of an existing program into one's own work, to develop

something new or add more advanced features.

Program

Development

3-5.AP.13 Use an iterative process

to plan the development of a program by including others' perspectives and

considering user preferences.

3-5.AP.14 Observe intellectual

property rights and give appropriate attribution when creating or remixing

programs.

3-5.AP.15 Test and debug (identify

and fix errors) a program or algorithm to ensure it runs as intended.

3-5.AP.16 Take on varying roles,

with teacher guidance, when collaborating with peers during the design,

implementation, and review stages of program development.

3-5.AP.17 Describe choices made

during program development using code comments, presentations, and

demonstrations.

Impacts of Computing

Culture

3-5.IC.18 Discuss computing

technologies that have changed the world and express how those technologies

influence, and are influenced by, cultural practices.

3-5.IC.19 Brainstorm ways to

improve the accessibility and usability of technology products for the diverse

needs and wants of users.

Social

Interactions

3-5.IC.20 Seek diverse

perspectives for the purpose of improving computational artifacts.

Safety Law and Ethics

3-5.IC.21 Use public domain or

Creative Commons media and refrain from copying or using material created by

others without permission.

Emerging and Future Technologies

3-5.ET.A Explain that the field of

emerging technologies will be evolving and rapidly growing.

3-5.ET.B Compare existing and

emerging technologies, ideas, and concepts.

3-5.ET.C Describe how emerging

technologies are influencing current events at a local and global scale

mons media and refrain from copying or using material created by

others without permission.

Emerging and Future Technologies

3-5.ET.A Explain that the field of

emerging technologies will be evolving and rapidly growing.

3-5.ET.B Compare existing and

emerging technologies, ideas, and concepts.

3-5.ET.C Describe how emerging

technologies are influencing current events at a local and global scale.

3-5.ET.D Predict the positive and

negative societal, cultural, and economic impacts that emerging and future

technologies may generate.

3-5.ET.E Create new or original

work by applying emerging technologies.

Grades 6-8 Standards

Computing Systems

Devices

6-8.CS.01 Recommend improvements

to the design of computing devices, based on an analysis of how users interact

with the devices.

Hardware and

Software

6-8.CS.02 Design projects that

combine hardware and software components to collect and exchange data.

Troubleshooting

6-8.CS.03 Systematically identify

and fix problems with computing devices and their components.

Networks and the Internet

Network

Communication and Organization

6-8.NI.04 Model the role of

protocols in transmitting data across networks and the Internet.

Cybersecurity

6-8.NI.05 Explain how physical and

digital security measures protect electronic information.

6-8.NI.06 Apply multiple methods

of encryption to model the secure transmission of information.

Data and Analysis

Storage

6-8.DA.07

Represent data using multiple encoding schemes.

Collection

Visualization and Transformation

6-8.DA.08 Collect data using

computational tools and transform the data to make it more useful and reliable.

Interference and

Models

6-8.DA.09 Refine computational

models based on the data they have generated.

6-8.DA.10 Evaluate the misuse of

data and impact of distorted outcomes.

Algorithms and Programming

Algorithms

6-8.AP.11 Use flowcharts or

pseudocode to address complex problems as algorithms

A.08 Collect data using

computational tools and transform the data to make it more useful and reliable.

Interference and

Models

6-8.DA.09 Refine computational

models based on the data they have generated.

6-8.DA.10 Evaluate the misuse of

data and impact of distorted outcomes.

Algorithms and Programming

Algorithms

6-8.AP.11 Use flowcharts or

pseudocode to address complex problems as algorithms.

Variables

6-8.AP.12 Perform operations on

student-created variables that possess descriptive names and represent

different data types.

Control

6-8.AP.13 Design and iteratively

develop programs that combine control structures, including nested loops and

compound conditionals.

Modularity

6-8.AP.14 Decompose problems and

subproblems into parts to facilitate the design, implementation, and review of

programs.

6-8.AP.15 Create procedures with

parameters to organize code and make it easier to reuse.

Program

Development

6-8.AP.16 Seek and incorporate

feedback from team members and users to refine a solution that meets user

needs.

6-8.AP.17 Incorporate existing

code, media, and libraries into original programs and give attribution.

6-8.AP.18 Systematically test and

refine programs using a range of test cases.

6-8.AP.19 Distribute tasks and

maintain a project timeline when collaboratively developing computational

artifacts.

6-8.AP.20 Document programs to

make them easier to follow, test, and debug.

Impacts of Computing

Culture

6-8.IC.21 Compare tradeoffs

associated with computing technologies that affect people's everyday activities

and career options.

6-8.IC.22 Discuss issues of bias

and accessibility in the design of existing technologies.

Social

Interactions

6-8.IC.23 Collaborate with many

contributors through strategies such as crowdsourcing or surveys when creating

a computational artifact.

Safety Law and

Ethics

6-8.IC.24 Describe tradeoffs

between allowing information to be public and keeping information private and

secure

options.

6-8.IC.22 Discuss issues of bias

and accessibility in the design of existing technologies.

Social

Interactions

6-8.IC.23 Collaborate with many

contributors through strategies such as crowdsourcing or surveys when creating

a computational artifact.

Safety Law and

Ethics

6-8.IC.24 Describe tradeoffs

between allowing information to be public and keeping information private and

secure.

Emerging and

Future Technologies

6-8.ET.A Explain that the field of

emerging technologies will be evolving and rapidly growing.

6-8.ET.B Compare existing and

emerging technologies, ideas, and concepts.

6-8.ET.C Describe how emerging

technologies are influencing current events at a local and global scale.

6-8.ET.D Predict the positive and

negative societal, cultural, and economic impacts that emerging and future

technologies may generate.

6-8.ET.E Create new or original

work by applying emerging technologies.

Grades 9-10 Standards

Computing Systems

Devices

9-10.CS.01 Explain how

abstractions hide the underlying implementation details of computing systems

embedded in everyday objects.

Hardware and

Software

9-10.CS.02 Compare levels of

abstraction and interactions between application software, system software, and

hardware layers.

Troubleshooting

9-10.CS.03 Develop guidelines that

convey systematic troubleshooting strategies that others can use to identify

and fix errors.

Networks and the Internet

Network

Communication and Organization

9-10.NI.04 Evaluate the

scalability and reliability of networks, by describing the relationship between

routers, switches, servers, topology, and addressing.

9-10.NI.05 Give examples to

illustrate how sensitive data can be affected by malware and other attacks.

9-10.NI.06 Compare various

security measures, considering tradeoffs between the usability and security of

a computing system.

Cybersecurity

9-10.NI.07 Recommend security

measures to address various scenarios based on factors such as efficiency,

feasibility, and ethical impacts

d addressing.

9-10.NI.05 Give examples to

illustrate how sensitive data can be affected by malware and other attacks.

9-10.NI.06 Compare various

security measures, considering tradeoffs between the usability and security of

a computing system.

Cybersecurity

9-10.NI.07 Recommend security

measures to address various scenarios based on factors such as efficiency,

feasibility, and ethical impacts.

9-10.NI.08 Explain tradeoffs when

selecting and implementing cybersecurity recommendations.

Data and Analysis

Storage

9-10.DA.09 Translate between

different bit representations of real-world phenomena, such as characters,

numbers, and images.

9-10.DA.10 Evaluate the tradeoffs

in how data elements are organized and stored.

Collection,

Visualization, and Transformation

9-10.DA.11 Create interactive data

visualizations using software tools to help others better understand real-world

phenomena.

Interference and

Models

9-10.DA.12 Create computational

models that represent the relationships among different elements of data

collected from a phenomenon or process.

Algorithms and Programming

Algorithms

9-10.AP.13 Create prototypes that

use algorithms to solve computational problems by leveraging prior student

knowledge and personal interests.

Variables

9-10.AP.14 Use lists to simplify

solutions, generalizing computational problems instead of repeatedly using

simple variables.

Control

9-10.AP.15 Justify the selection

of specific control structures when tradeoffs involve implementation,

readability, and program performance, and explain the benefits and drawbacks of

choices made.

9-10.AP.16 Design and iteratively

develop computational artifacts for practical intent, personal expression, or

to address a societal issue by using events to initiate instructions.

9-10.AP.17 Decompose problems into

smaller components through systematic analysis, using constructs such as

procedures, modules, or objects

gram performance, and explain the benefits and drawbacks of

choices made.

9-10.AP.16 Design and iteratively

develop computational artifacts for practical intent, personal expression, or

to address a societal issue by using events to initiate instructions.

9-10.AP.17 Decompose problems into

smaller components through systematic analysis, using constructs such as

procedures, modules, or objects.

Modularity

9-10.AP.18 Create artifacts by

using procedures within a program, combinations of data and procedures, or

independent but interrelated programs.

9-10.AP.19 Systematically design

and develop programs for broad audiences by incorporating feedback from users.

Program

Development

9-10.AP.20 Evaluate licenses that

limit or restrict use of computational artifacts when using resources such as

libraries.

9-10.AP.21 Evaluate and refine

computational artifacts to make them more usable and accessible.

9-10.AP.22 Design and develop

computational artifacts working in team roles using collaborative tools.

9-10.AP.23 Document design

decisions using text, graphics, presentations, or demonstrations in the

development of complex programs.

9-10.AP.24 Describe the

characteristics and evaluate the impact of human computer interaction.

Impacts of Computing

Culture

9-10.IC.25 Evaluate the ways

computing impacts personal, ethical, social, economic, and cultural practices.

9-10.IC.26 Evaluate the ways

digital social interactions impact personal, ethical, social, economic, and cultural

practices.

9-10.IC.27 Test and refine

computational artifacts to reduce bias and equity deficits.

9-10.IC.28 Demonstrate ways a

given algorithm applies to problems across disciplines.

Social

Interactions

9-10.IC.29 Use tools and methods

for collaboration on a project to increase connectivity of people in different

cultures and career fields.

Safety Law and

Ethics

9-10.IC.30 Explain the beneficial

and harmful effects that intellectual property laws can have on innovation

equity deficits.

9-10.IC.28 Demonstrate ways a

given algorithm applies to problems across disciplines.

Social

Interactions

9-10.IC.29 Use tools and methods

for collaboration on a project to increase connectivity of people in different

cultures and career fields.

Safety Law and

Ethics

9-10.IC.30 Explain the beneficial

and harmful effects that intellectual property laws can have on innovation.

9-10.IC.31 Explain the privacy

concerns related to the collection and generation of data through automated

processes that may not be evident to users.

9-10.IC.32 Evaluate the social and

economic implications of privacy in the context of safety, law, or ethics.

Emerging and Future Technologies

9-10.ET.A Explain that the field

of emerging technologies will be evolving and rapidly growing.

9-10.ET.B Compare existing and

emerging technologies, ideas, and concepts.

9-10.ET.C Describe how emerging

technologies are influencing current events at a local and global scale.

9-10.ET.D Predict the positive and

negative societal, cultural, and economic impacts that emerging and future

technologies may generate.

9-10.ET.E Create new or original

work by applying emerging technologies.

Grades 11-12 Standards

Computing Systems

Devices

11-12.CS.01 Compare the

characteristics and uses of traditional and emerging computing devices and

systems.

Hardware and

Software

11-12.CS.02

Categorize the roles of operating system software.

Troubleshooting

11-12.CS.03 Illustrate ways

computing systems implement logic, input, and output through hardware

components.

Networks and the

Internet

Network

Communication and Organization

11-12.NI.04 Describe the issues

that impact network functionality (e.g., bandwidth, load, delay, topology).

Cybersecurity

11-12.NI.05 Compare ways software

developers protect devices and information from unauthorized access.

Data and Analysis

Collection, Visualization, and,

Transformation

11-12.DA.06 Use data analysis

tools and techniques to identify patterns in data representing complex systems

-12.NI.04 Describe the issues

that impact network functionality (e.g., bandwidth, load, delay, topology).

Cybersecurity

11-12.NI.05 Compare ways software

developers protect devices and information from unauthorized access.

Data and Analysis

Collection, Visualization, and,

Transformation

11-12.DA.06 Use data analysis

tools and techniques to identify patterns in data representing complex systems.

11-12.DA.07 Select data collection

tools and techniques to generate data sets that support a claim or communicate

information.

11-12.DA.08 Analyze the ways in

which automated data collection is utilized in society.

Interference and

Models

11-12.DA.09 Evaluate the ability

of models and simulations to test and support the refinement of hypotheses.

Algorithms and

Programming

Algorithms

11-12.AP.10 Describe how

artificial intelligence drives many software and physical systems.

11-12.AP.11 Implement an

artificial intelligence algorithm to play a game against a human opponent or

solve a problem.

11-12.AP.12 Use and adapt classic

algorithms to solve computational problems.

11-12.AP.13 Evaluate algorithms in

terms of their efficiency, correctness, and clarity.

Variables

11-12.AP.14 Compare and contrast

fundamental data structures and their uses.

Control

11-12.AP.15 Illustrate the flow of

execution of a recursive algorithm.

Modularity

11-12.AP.16 Construct solutions to

problems using student-created components, such as procedures, modules, or

objects.

11-12.AP.17 Analyze a large-scale

computational problem and identify generalizable patterns that can be applied

to a solution.

11-12.AP.18 Demonstrate code reuse

by creating programming solutions using libraries and application programming

interfaces (APIs).

Program

Development

11-12.AP.19 Plan and develop

programs for broad audiences using a software life cycle process.

11-12.AP.20 Demonstrate conversion

of source code into machine code using compliers or interpreters.

11-12.AP.21 Explain security

issues that might lead to compromised computer programs

creating programming solutions using libraries and application programming

interfaces (APIs).

Program

Development

11-12.AP.19 Plan and develop

programs for broad audiences using a software life cycle process.

11-12.AP.20 Demonstrate conversion

of source code into machine code using compliers or interpreters.

11-12.AP.21 Explain security

issues that might lead to compromised computer programs.

11-12.AP.22 Develop programs for

multiple computing platforms.

11-12.AP.23 Use version control

systems, integrated development environments, and collaborative tools and

practices (code documentation) in a group software project.

11-12.AP.24 Develop and use a

series of test cases to verify that a program performs according to its design

specifications.

11-12.AP.25 Discuss social,

economic, and ethical consequences of malfunctional software and software

updates.

11-12.AP.26 Modify an existing

program to add additional functionality and discuss intended and unintended

implications (e.g., breaking other functionality).

11-12.AP.27 Evaluate key qualities

of a program through a process such as a code review.

11-12.AP.28 Compare multiple

programming languages and discuss how their features make them suitable for

solving different types of problems.

Impacts of

Computing

Culture

11-12.IC.29 Evaluate computational

artifacts to maximize their beneficial effects and minimize harmful effects on

society.

11-12.IC.30 Evaluate the impact of

equity, access, and influence on the distribution of computing resources in a

global society.

11-12.IC.31 Predict how computational

innovations that have revolutionized aspects of our culture might evolve.

Safety Law and

Ethics

11-12.IC.32 Debate laws and

regulations that impact the development and use of software.

Emerging and

Future Technologies

11-12.ET.A Explain that the field

of emerging technologies will be evolving and rapidly growing.

11-12.ET.B Compare existing and emerging

technologies, ideas, and concepts

onal

innovations that have revolutionized aspects of our culture might evolve.

Safety Law and

Ethics

11-12.IC.32 Debate laws and

regulations that impact the development and use of software.

Emerging and

Future Technologies

11-12.ET.A Explain that the field

of emerging technologies will be evolving and rapidly growing.

11-12.ET.B Compare existing and emerging

technologies, ideas, and concepts.

11-12.ET.C Describe how emerging

technologies are influencing current events at a local and global scale.

11-12.ET.D Predict the positive

and negative societal, cultural, and economic impacts that emerging and future

technologies may generate.

11-12.ET.E Create new or original

work by applying emerging technologies.

SPANISH LANGUAGE ARTS

The Spanish Language Arts Standards consist of standards for

Reading; Writing; Speaking and Listening; Language; Range of Reading and Level

of Text Complexity. These standards correspond to the Illinois Language Arts

Standards. The Spanish language has specific features and nuances that do not

have a corresponding feature in English, and these unique features and nuances

are represented in the standards. The Spanish standard is not always a direct

translation of the English standard to reflect these features and nuances. In

some cases, there is not a corresponding English standard.

Reading Standards

Reading Standards for Literature

Key Ideas and

Details

Kindergarten

With prompting and support, ask

and answer questions about key details in a text; retell familiar stories,

including key details; and identify characters, settings, and major events in a

story.

First Grade

Ask and answer

questions about key details in a text.

Retell stories, including key

details, and demonstrate understanding of their central message or lesson.

Describe characters, settings, and

major events in a story, using key details.

Second Grade

Ask and answer such questions as

who, what, where, when, why, and how to demonstrate understanding of key

details in a text

story.

First Grade

Ask and answer

questions about key details in a text.

Retell stories, including key

details, and demonstrate understanding of their central message or lesson.

Describe characters, settings, and

major events in a story, using key details.

Second Grade

Ask and answer such questions as

who, what, where, when, why, and how to demonstrate understanding of key

details in a text.

Recount stories, including fables

and folktales from diverse cultures, and determine their central message,

lesson, or moral.

Describe how the characters in a

story respond to major events and challenges.

Third Grade

Ask and answer questions to

demonstrate understanding of a text, referring explicitly to the text as the

basis for the answers.

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.

Describe characters in a story

(e.g., their traits, motivations, or feelings) and explain how their actions

contribute to the sequence of events.

Fourth Grade

Refer to details and examples in a

text when explaining what the text says explicitly and when drawing inferences

from the text.

Determine a theme of a story,

drama, or poem from details in the text; summarize the text.

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).

Fifth Grade

Quote accurately from a text when

explaining what the text says explicitly and when drawing inferences from the

text.

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.

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)

inferences from the

text.

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.

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).

Sixth Grade

Cite textual evidence to support

analysis of what the text says explicitly as well as inferences drawn from the

text.

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.

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.

Seventh Grade

Cite several pieces of textual evidence

to support analysis of what the text says explicitly as well as inferences

drawn from the text.

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.

Analyze how particular elements of

a story or drama interact (e.g., how setting shapes the characters or plot).

Eighth Grade

Cite the textual evidence that

most strongly supports an analysis of what the text says explicitly as well as

inferences drawn from the text.

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.

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.

Ninth and Tenth

Grade

Cite strong and thorough textual

evidence that most strongly supports an analysis of what the text says

explicitly as well as inferences drawn from the text

acters, setting, and plot; provide an objective

summary of the text.

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.

Ninth and Tenth

Grade

Cite strong and thorough textual

evidence that most strongly supports an analysis of what the text says

explicitly as well as inferences drawn from the text.

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.

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.

Eleventh and

Twelfth Grade

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.

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.

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).

Craft and

Structure

Kindergarten

Ask and answer questions about

unknown words in a text.

Recognize common types of texts

(e.g., storybooks, poems).

With prompting and support, name

the author and illustrator of a story and define the role of each in telling

the story.

First Grade

Identify words and phrases in

stories or poems that suggest feelings or appeal to the senses.

Explain major differences between

books that tell stories and books that give information, drawing on a wide

reading of a range of text types

(e.g., storybooks, poems).

With prompting and support, name

the author and illustrator of a story and define the role of each in telling

the story.

First Grade

Identify words and phrases in

stories or poems that suggest feelings or appeal to the senses.

Explain major differences between

books that tell stories and books that give information, drawing on a wide

reading of a range of text types.

Identify who is telling the story

at various points in a text.

Second Grade

Describe how words and phrases

(e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and

meaning in a story, poem, or song.

Describe the overall structure of

a story, including describing how the beginning introduces the story and the

ending concludes the action.

Acknowledge differences in the

points of view of characters, including by speaking in a different voice for

each character when reading dialogue aloud.

Third Grade

Determine the meaning of words and

phrases as they are used in a text, distinguishing literal from nonliteral

language.

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.

Distinguish their own point of

view from that of the narrator or those of the characters.

Fourth Grade

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).

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.

Compare and contrast the point of

view from which different stories are narrated, including the difference

between first- and third-person narrations

erences 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.

Compare and contrast the point of

view from which different stories are narrated, including the difference

between first- and third-person narrations.

Fifth Grade

Determine the meaning of words and

phrases as they are used in a text, including figurative language such as

metaphors and similes.

Explain how a series of chapters,

scenes, or stanzas fits together to provide the overall structure of a

particular story, drama, or poem.

Describe how a narrator's or

speaker's point of view influences how events are described.

Sixth Grade

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.

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.

Explain how an author develops the

point of view of the narrator or speaker in a text.

Seventh Grade

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.

Analyze how a drama's or poem's

form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

Analyze how an author develops and

contrasts the points of view of different characters or narrators in a text.

Eighth Grade

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

quy, sonnet) contributes to its meaning.

Analyze how an author develops and

contrasts the points of view of different characters or narrators in a text.

Eighth Grade

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.

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.

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.

Ninth and Tenth

Grade

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).

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.

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.

Eleventh and

Twelfth Grade

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

e from outside the

United States, drawing on a wide reading of world literature.

Eleventh and

Twelfth Grade

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. (Including Cervantes as well as other Spanish language

authors.)

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.

Analyze a case in which grasping a

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

Kindergarten

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).

With prompting and support,

compare and contrast the adventures and experiences of characters in familiar

stories.

First Grade

Use illustrations and details in a

story to describe its characters, setting, or events.

Compare and contrast the

adventures and experiences of characters in stories.

Second Grade

Use information gained from the

illustrations and words in a print or digital text to demonstrate understanding

of its characters, setting, or plot.

Compare and contrast two or more

versions of the same story (e.g., Cinderella stories) by different authors or

from different cultures.

Third Grade

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)

l text to demonstrate understanding

of its characters, setting, or plot.

Compare and contrast two or more

versions of the same story (e.g., Cinderella stories) by different authors or

from different cultures.

Third Grade

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).

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).

Fourth Grade

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.

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.

Fifth Grade

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).

Compare and contrast stories in

the same genre (e.g., mysteries and adventure stories) on their approaches to

similar themes and topics.

Sixth Grade

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.

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

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.

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.

Seventh Grade

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.

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.

Eighth Grade

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.

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.

Ninth and Tenth

Grade

Analyze the representation of a

subject or a key scene in two different artistic mediums, including what is

emphasized or absent in each treatment.

Analyze how an author draws on and

transforms source material in a specific work.

Eleventh and

Twelfth Grade

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

ne in two different artistic mediums, including what is

emphasized or absent in each treatment.

Analyze how an author draws on and

transforms source material in a specific work.

Eleventh and

Twelfth Grade

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 Cervantes and one play by a

Hispanic-American dramatist.)

Demonstrate knowledge of 18

th

-,

19

th

- and early-20

th

-century foundational works of

Hispanic-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

Kindergarten

Actively engage in group reading

activities with purpose and understanding.

First Grade

With prompting and support, read

prose and poetry of appropriate complexity for grade 1.

Second Grade

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.

Third Grade

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.

Fourth Grade

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.

Fifth Grade

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.

Sixth Grade

By the end of the year, read and

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