Level 1 (Pre-K – Gr. 2) Common Core State Standards
Lesson 1: Understanding My Money
Common Core State Standards for English Language Arts
Reading Standards: Literature
Key Ideas and Details
With prompting and support, ask and answer questions about key details in a text. (K)
Ask and answer questions about key details in a text. (Gr. 1)
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (Gr. 2)
With prompting and support, retell familiar stories, including key details. (K)
With prompting and support, identify characters, settings, and major events in a story. (K)
Describe characters, settings, and major events in a story, using key details. (Gr. 1)
Describe how characters in a story respond to major events and challenges. (Gr. 2)
Integration of Knowledge and Ideas
Use illustrations and details in a story to describe its characters, setting, or events. (Gr. 1)
Range of Reading and Level of Text Complexity
Actively engage in group reading activities with purpose and understanding. (K)
2
Speaking & Listening Standards
Comprehension and Collaboration
Participate in collaborative conversations with diverse partners about grade-level topics and texts with peers and adults in small and larger groups. (K-2)
Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. (K)
Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (K)
Ask and answer questions about key details in a text read aloud or information presented orally or through other media. (Gr. 1)
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (Gr. 2)
Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. (Gr. 1)
Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. (Gr. 2)
Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (K)
Speak audibly and express thoughts, feelings, and ideas clearly. (K)
Presentation of Knowledge and Ideas
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (Gr. 1)
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (Gr. 2)
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (Gr. 2)
Produce complete sentences when appropriate to task and situation. (Gr. 1)
Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (Gr. 2)
3
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (K-2)
Knowledge of Language
Use knowledge of language and its conventions when writing, speaking, reading, or listening. (Gr. 2)
4
Counting and Cardinality
Compare numbers. (K)
Measurement and Data
Classify objects and count the number of objects in each category. (K)
Work with time and money. (Gr. 2)
5
Common Core State Standards for English Language Arts
Reading Standards: Informational Text
Key Ideas and Details
With prompting and support, ask and answer questions about key details in a text. (K)
Ask and answer questions about key details in a text. (Gr. 1)
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (Gr. 2)
Speaking & Listening Standards
Comprehension and Collaboration
Participate in collaborative conversations with diverse partners about grade-level topics and texts with peers and adults in small and larger groups. (K-Gr. 2)
Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (K)
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (Gr. 1)
Add drawings or other visual displays to descriptions as desired to provide additional detail. (K)
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. (Gr. 1)
Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. (Gr. 2)
Speak audibly and express thoughts, feelings and ideas clearly. (K)
Presentation of Knowledge and Ideas
Produce complete sentences when appropriate to task and situation. (Gr. 1)
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (Gr. 2)
Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (Gr. 2)
6
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (K-2)
Knowledge of Language
Use knowledge of language and its conventions when writing, speaking, reading, or listening. (Gr. 2)
Vocabulary Acquisition and Use
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. (K)
Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (K)
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). (Gr. 1)
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). (Gr. 2)
7
Common Core State Standards for English Language Arts
Reading Standards: Informational Text
Integration of Knowledge and Ideas
With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). (K)
Use the illustrations and details in a text to describe its key ideas. (Gr. 1)
Speaking & Listening Standards
Comprehension and Collaboration
Participate in collaborative conversations with diverse partners about grade-level topics and texts with peers and adults in small and larger groups. (K-Gr. 2)
Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (K)
Ask and answer questions about key details in a text read aloud or information presented orally or through other media. (Gr. 1)
Speak audibly and express thoughts, feelings, and ideas clearly. (K)
Presentation of Knowledge and Ideas
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (Gr. 1)
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (Gr. 2)
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. (Gr. 1)
Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (Gr. 2)
Produce complete sentences when appropriate to task and situation. (Gr. 1)
Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (Gr. 2)
8
Conventions of Standards English
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (K-Gr. 2)
Knowledge of Language
Use knowledge of language and its conventions when writing, speaking, reading, or listening. (Gr. 2)
Vocabulary Acquisition and Use
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. (K)
Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (K)
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). (Gr. 2)
9
Common Core State Standards for English Language Arts
Reading Standards: Informational Text
Key Ideas and Details
With prompting and support, ask and answer questions about key details in a text. (K)
With prompting and support, identify the main topic and retell key details of a text. (K)
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (Gr. 2)
Ask and answer questions about key details in a text. (Gr. 1)
Identify the main topic and retell key details of a text. (Gr. 1)
Craft and Structure
Identify the main purpose of a text, including what the author wants to answer, explain, or describe. (Gr. 2)
Integration of Knowledge and Ideas
Use the illustrations and details in a text to describe its key ideas. (Gr. 1)
10
Speaking & Listening Standards
Comprehension and Collaboration
Participate in collaborative conversations with diverse partners about grade-level topics and texts with peers and adults in small and larger groups. (K-Gr. 2)
Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (K)
Speak audibly and express thoughts, feelings, and ideas clearly. (K)
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (Gr. 2)
Presentation of Knowledge and Ideas
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (Gr. 1)
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. (Gr. 1)
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (Gr. 2)
Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (Gr. 2)
Produce complete sentences when appropriate to task and situation. (Gr. 1)
Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (Gr. 2)
11
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (K-Gr. 2)
Knowledge of Language
Use knowledge of language and its conventions when writing, speaking, reading, or listening. (Gr. 2)
Vocabulary Acquisition and Use
Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (K)
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). (Gr. 1)
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). (Gr. 2)
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Common Core State Standards for English Language Arts
Reading Standards: Informational Text
Key Ideas and Details
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (Gr. 2)
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (Gr. 2)
Craft and Structure
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. (Gr. 2)
Integration of Knowledge and Ideas
With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). (K)
Use the illustrations and details in a text to describe its key ideas. (Gr. 1)
Speaking & Listening Standards
Comprehension and Collaboration
Participate in collaborative conversations with diverse partners about grade-level topics and texts with peers and adults in small and larger groups. (K-Gr. 2)
Speak audibly and express thoughts, feelings, and ideas clearly. (K)
Presentation of Knowledge and Ideas
Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (K)
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (Gr. 1)
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (Gr. 2)
Produce complete sentences when appropriate to task and situation. (Gr. 1)
13
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (K-Gr. 2)
Knowledge of Language
Use knowledge of language and its conventions when writing, speaking, reading, or listening. (Gr. 2)
Vocabulary Acquisition and Use
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content. (K)
Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (K)
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). (Gr. 1)
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). (Gr. 2)
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Themes, Curriculum Standards and Performance Expectations
I Culture: Experiences that provide for the study of culture and cultural diversity
Performance Expectations:
Describe the ways in which language, stories, folktales, music, and artistic creations serve as
expressions of culture and influence behavior of people living in a particular culture
Give examples and describe the importance of cultural unity and diversity within and across
groups
II Time, Continuity & Change: Experiences that provide for the study of the ways human
beings view themselves in and over time
Performance Expectations:
Demonstrate an ability to use correctly vocabulary associated with time such as past, present,
future, and long ago; read and construct simple timelines; identify examples of change; and
recognize examples of cause and effect relationships.
III People, Places, & Environments: Experiences that provide for the study of people, places,
and environments
Performance Expectations:
Interpret, use, and distinguish various representations of the earth, such as maps, globes, and
photographs
Use appropriate resources, data sources, and geographic tools such as atlases, data bases, grid
systems, charts, graphs, and maps to generate, manipulate, and interpret information
IV Individual Development & Identity: Experiences that provide for the study of individual
development and identity
Performance Expectations:
Describe personal changes over time, such as those related to physical development and
personal interests
Identify and describe ways family, groups, and community influence the individual’s daily life and
personal choices
Explore factors that contribute to one’s personal identity such as interests, capabilities, and
perceptions
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V Individuals, Groups, & Institutions: Experiences that provide for the study of interactions
among individuals, groups, and institutions
Performance Expectations:
Give examples of and explain group and institutional influences such as religious beliefs, laws,
and peer pressure on people, events, and elements of culture
Identify and describe examples of tensions between and among individuals, groups, or
institutions, and how belonging to more than one group can cause internal conflicts
Show how groups and institutions work to meet individual needs and promote the common good,
and identify examples of where they fail to do so
VI Power, Authority, & Governance: Experiences that provide for the study of how people
create and change structures of power, authority, and governance
Performance Expectations:
Examine the rights and responsibilities of the individual in relation to his or her social group, such
as family, peer group, and school class
Explain the purpose of government
Give examples of how government does or does not provide for needs and wants of people,
establishes order and security, and manages conflict
Recognize how groups and organizations encourage unity and deal with diversity to maintain
order and security
these levels such as mayor, governor, and president
Identify and describe factors that contribute to cooperation and cause disputes within and among
groups and nations
Recognize and give examples of the tensions between the wants and needs of individuals and
groups, and concepts such as fairness, equity, and justice
IX Global Connections: Experiences that provide for the study of global connections and
interdependence
Performance Expectations:
Explore ways that language, art, music, belief systems, and other cultural elements may facilitate
global understanding or lead to misunderstanding
Give examples of conflict, cooperation, and interdependence among individuals, groups, and
nations
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X Civic Ideals & Practices: Experiences that provide for the study of the ideals, principles,
and practices of citizenship in a democratic republic
Performance Expectations:
Identify key ideals of the United States’ democratic republican form of government, such as
individual human dignity, liberty, justice, equality, and the rule of law, and discuss their application
in specific situations
Identify and practice selected forms of civic discussion and participation consistent with the ideals
of citizens in a democratic republic
Explain actions citizens can take to influence public policy decisions
Recognize and interpret how the “common good” can be strengthened through various forms of
citizen action
K-4 Content Standards
A. What is government?
B. Where do people in government get the authority to make, apply, and
enforce rules and laws and manage disputes about them?
C. Why is government necessary?
E. What are the purposes of rules and laws?
F. How can you evaluate rules and laws?
II. What are the Basic Values and Principles of American Democracy?
A. What are the most important values and principles of American
democracy?
B. What are some important beliefs Americans have about themselves and
their government?
C. Why is it important for Americans to share certain values, principles, and
beliefs?
D. What are the benefits of diversity in the United States?
E. How should conflicts about diversity be prevented or managed?
V. What are the Roles of the Citizen in American Democracy?
A. What does it mean to be a citizen of the United States?
C. What are important rights in the United States?
D. What are important responsibilities of Americans?
E. What dispositions or traits of character are important to the preservation
and improvement of American democracy?
F. How can Americans participate in their government?
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Level 2 (Gr. 3 – Gr. 5) Common Core State Standards
Lesson 1: Understanding What I Need
Common Core State Standards for English Language Arts
Reading Standards: Informational Text
Ideas and Details
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (Gr. 4)
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (Gr. 5)
Determine the main idea of a text; recount the key details and explain how they support the main idea. (Gr. 3)
Determine the main idea of a text and explain how it is supported by key details; summarize the text. (Gr. 4)
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (Gr. 3)
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. (Gr. 4)
Integration of Knowledge and Ideas
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). (Gr. 3)
Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). (Gr. 3)
Writing Standards
Text Types and Purposes
Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (Gr. 3-5)
Research to Build and Present Knowledge
Draw evidence from literary or informational texts to support analysis, reflection, and research. (Gr. 4-5)
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Speaking & Listening Standards
Comprehension and Collaboration
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade-level topics and texts, building on others’ ideas and expressing their own clearly. (Gr. 3-5)
Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (Gr. 4)
Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (Gr. 5)
Presentation of Knowledge and Ideas
Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. (Gr. 3)
Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. (Gr. 4)
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. (Gr. 5)
Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. (Gr. 3)
Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. (Gr. 4)
Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (Gr. 3)
Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (Gr. 5)
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Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (Gr. 3-5)
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (Gr. 3-5)
Knowledge of Language
Use knowledge of language and its conventions when writing, speaking, reading, or listening. (Gr. 3-5)
Vocabulary Acquisition and Use
Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). (Gr. 3)
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). (Gr. 4)
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). (Gr. 5)
Common Core State Standards for Mathematics
Number and Operations in Base Ten
Use place value understanding and properties of operations to perform multi-digit arithmetic. (Gr. 3-4)
21
Common Core State Standards for English Language Arts
Reading Standards: Informational Text
Key Ideas and Details
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (Gr. 3)
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (Gr. 4)
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (Gr. 5)
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. (Gr. 4)
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. (Gr. 5)
Craft and Structure
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade-level topic or subject area. (Gr. 3-5)
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. (Gr. 3)
Integration of Knowledge and Ideas
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). (Gr. 3)
Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). (Gr. 3)
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. (Gr. 4)
Explain how an author uses reasons and evidence to support particular points in a text. (Gr. 4)
Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). (Gr. 5)
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Speaking & Listening Standards
Comprehension and Collaboration
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade-level topics and texts, building on others’ ideas and expressing their own clearly. (Gr. 3-5)
Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. (Gr. 3)
Presentation of Knowledge and Ideas
Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. (Gr. 4-5)
Language Standards
Vocabulary Acquisition and Use
Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). (Gr. 3)
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). (Gr. 4)
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). (Gr. 5)
23
Common Core State Standards for English Language Arts
Reading Standards: Informational Text
Key Ideas and Details
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (Gr. 4)
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (Gr. 5)
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. (Gr. 4)
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. (Gr. 5)
Speaking & Listening Standards
Comprehension and Collaboration
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade-level topics and texts, building on others’ ideas and expressing their own clearly. (Gr. 3-5)
Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. (Gr. 3)
Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. (Gr. 3)
Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (Gr. 3)
Presentation of Knowledge and Ideas
Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. (Gr. 4)
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. (Gr. 5)
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Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (Gr. 3-5)
Knowledge of Language
Use knowledge of language and its conventions when writing, speaking, reading, or listening. (Gr. 3-5)
Vocabulary Acquisition and Use
Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). (Gr. 3)
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). (Gr. 4)
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). (Gr. 5)
Core Content State Standards for Mathematics
Number and Operations in Base Ten
Use place value understanding and properties of operations to perform multi-digit arithmetic. (Gr. 4)
Perform operations with multi-digit whole numbers and with decimals to hundredths. (Gr. 5)
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Common Core State Standards for English Language Arts
Reading Standards: Informational Text
Key Ideas and Details
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (Gr. 3)
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (Gr. 4)
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. (Gr. 4)
Integration of Knowledge and Ideas
Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). (Gr. 3)
Writing Standards
Text Types and Purposes
Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (Gr. 3-5)
Range of Writing
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (Gr. 3-5)
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Speaking & Listening Standards
Comprehension and Collaboration
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade-level topics and texts, building on others’ ideas and expressing their own clearly. (Gr. 3-5)
Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (Gr. 3)
Presentation of Knowledge and Ideas
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. (Gr. 5)
Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (Gr. 5)
Language Standards
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (Gr. 3-5)
Use knowledge of language and its conventions when writing, speaking, reading, or listening. (Gr. 3-5)
Common Core State Standards for Mathematics
Operations and Algebraic Thinking
Multiply and divide within 100. (Gr. 3)
Use the four operations with whole numbers to solve problems. (Gr. 4)
Number and Operations – Fractions
Apply and extend previous understandings of multiplication and division to multiply and divide fractions. (Gr. 5)
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Common Core State Standards for English Language Arts
Reading Standards: Informational Text
Text Types and Purposes
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (Gr. 3-5)
Research to Build and Present Knowledge
Conduct short research projects that build knowledge about a topic. (Gr. 3)
Speaking & Listening Standards
Comprehension and Collaboration
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade-level topics and texts, building on others’ ideas and expressing their own clearly. (Gr. 3-5)
Presentation of Knowledge and Ideas
Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. (Gr. 4)
Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (Gr. 5)
Language Standards
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (Gr. 3-5)
Knowledge of Language
Use knowledge of language and its conventions when writing, speaking, reading, or listening. (Gr. 3-5)
28
Themes, Curriculum Standards and Performance Expectations
I Culture: Experiences that provide for the study of culture and cultural diversity
Performance Expectations:
Explore, describe and compare similarities and differences in the ways groups, societies, and
cultures address similar human needs and concerns.
II Time, Continuity & Change: Experiences that provide for the study of the ways human
beings view themselves in and over time
Performance Expectations:
Demonstrate an understanding that different people may describe the same event or situation in
diverse ways, citing reasons for the differences in views
Demonstrate an ability to use correctly vocabulary associated with time such as past, present,
future, and long ago; read and construct simple timelines; identify examples of change; and
recognize examples of cause and effect relationships
Compare and contrast different stories or accounts about past events, people, places, or
situations, identifying how they contribute to our understanding of the past
Identify and use various sources for reconstructing the past, such as documents, letters, diaries,
maps, textbooks, photos, and others
Use knowledge of acts and concepts drawn from history, along with elements of historical inquiry,
to inform decision-making about and action-taking on public issues
Identify and use key concepts such as chronology, causality, change, conflict, and complexity to
explain, analyze, and show connections among patterns of historical change and continuity
III People, Places, & Environments: Experiences that provide for the study of people, places,
and environments
Performance Expectations:
Examine the interaction of human beings and their physical environment, the use of land, building
of cities, and ecosystem changes in selected locales and regions
29
IV Individual Development & Identity: Experiences that provide for the study of individual
development and identity
Describe personal connections to place – especially place as associated with immediate
surroundings
personal identity
Identify and describe ways regional, ethnic, and national cultures influence individuals’ daily lives
Explore factors that contribute to one’s personal identity such as interests, capabilities, and
perceptions
Analyze a particular event to identify reasons individuals might respond to it in different ways
V Individuals, Groups, & Institutions: Experiences that provide for the study of interactions
among individuals, groups, and institutions
Performance Expectations:
Give examples of and explain group and institutional influences such as religious beliefs, laws,
and peer pressure on people, events, and elements of culture
Identify and describe examples of tensions between and among individuals, groups, or
institutions, and how belonging to more than one group can cause internal conflicts
Identify and describe examples of tension between an individual’s beliefs and government
policies and laws
Show how groups and institutions work to meet individual needs and promote the common good,
and identify examples of where they fail to do so
VI Power, Authority, & Governance: Experiences that provide for the study of how people
create and change structures of power, authority, and governance
Performance Expectations:
Describe the purpose of government and how its powers are acquired, used, and justified
Give examples of how government does or does not provide for needs and wants of people,
establishes order and security, and manages conflict
Analyze and explain ideas and governmental mechanisms to meet needs and wants of citizens,
regulate territory, manage conflict, and establish order and security
Identify and describe the basic features of the political system in the United States, and identify
representative leaders from various levels and branches of government
Identify and describe factors that contribute to cooperation and cause disputes within and among
groups and nations
Recognize and give examples of the tensions between the wants and needs of individuals and
groups, and concepts such as fairness, equity, and justice
30
IX Global Connections: Experiences that provide for the study of global connections and
interdependence
nations
X Civic Ideals & Practices: Experiences that provide for the study of the ideals, principles,
and practices of citizenship in a democratic republic
Performance Expectations:
Identify and examine the origins and continuing influence of key ideals of the United States’
democratic republican form of government, such as individual human dignity, liberty, justice,
equality, and the rule of law, and discuss their application in specific situations
Identify and interpret sources and examples of the rights and responsibilities of citizens
Identify and practice forms of civic discussion and participation consistent with the ideals of
citizens in a democratic republic
Explain and analyze various forms of actions citizens can take to influence public policy decisions
Explain how public policies and citizen behaviors may or may not reflect the stated ideals of a
democratic republican form of government
Analyze the effectiveness of selected public policies and citizen behaviors in realizing the stated
ideals of a democratic republican form of government
Identify and explain the roles of formal and informal political actors in influencing and shaping
public policy and decision-making
Recognize, interpret and examine strategies designed to strengthen the “common good,” which
consider a range of options for citizen action
31
K-4 Content Standards
A. What is government?
B. Where do people in government get the authority to make, apply, and
enforce rules and laws and manage disputes about them?
C. Why is government necessary?
D. What are some of the most important things governments do?
E. What are the purposes of rules and laws?
G. What are the differences between limited and unlimited governments?
H. Why is it important to limit the power of government?
II. What are the Basic Values and Principles of American Democracy?
A. What are the most important values and principles of American
democracy?
B. What are some important beliefs Americans have about themselves and
their government?
C. Why is it important for Americans to share certain values, principles, and
beliefs?
32
III. How Does the Government Established by the Constitution Embody the
Purposes, Values, and Principles of American Democracy?
A. What is the United States Constitution and why is it important?
B. What does the national government do and how does it protect individual
rights and promote the common good?
C. What are the major responsibilities of state governments?
D. What are the major responsibilities of local governments?
E. Who represents you in the legislative and executive branches of your
local, state, and national governments?
VI. What are the Roles of the Citizen in American Democracy?
A. What does it mean to be a citizen of the United States?
C. What are important rights in the United States?
D. What are important responsibilities of Americans?
F. How can Americans participate in their government?
33
I. What are Civic Life, Politics, and Government?
A. What is civic life? What is politics? What is government? Why are
government and politics necessary? What purposes should government
serve?
B. What are the essential characteristics of limited and unlimited
government?
II. What are the Foundations of the American Political System?
A. What is the American idea of constitutional government?
B. What are the distinctive characteristics of American society?
D. What values and principles are basic to American constitutional
democracy?
III. How Does the Government Established by the Constitution Embody the
Purposes, Values, and Principles of American Democracy?
A. How are power and responsibility distributed, shared, and limited in the
government established by the United States Constitution?
B. What does the national government do?
C. How are state and local governments organized and what do they do?
D. Who represents you in local, state, and national governments?
E. What is the place of law in the American constitutional system?
F. How does the American political system provide for choice and
opportunities for participation?
IV. What is the Relationship of the United States to Other Nations and to World
Affairs?
B. How has the United States influenced other nations and how have other
nations influenced American politics and society?
34
V. What are the Roles of the Citizen in American Democracy?
B. What are the rights of citizens?
C. What are the responsibilities of citizens?
D. What dispositions or traits of character are important to the preservation
and improvement of American constitutional democracy?
E. How can citizens take part in civic life?
35
Level 3 (Gr. 6 – Gr. 8) Common Core State Standards
Lesson 1: Organizing Money: Personal Financial Planning
Common Core State Standards for English Language Arts
Writing Standards
Research to Build and Present Knowledge
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. (Gr. 6)
Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. (Gr. 7)
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (Gr. 8)
Draw evidence from literary or informational texts to support analysis, reflection, and research. (Gr. 6-8)
Speaking & Listening Standards
Presentation of Knowledge and Ideas
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (Gr. 6-8)
Language Standards
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (Gr. 6-8)
Knowledge of Language
Use knowledge of language and its conventions when writing, speaking, reading, or listening. (Gr. 6-8)
Common Core State Standards for Mathematics
The Number System
Compute fluently with multi-digit numbers and find common factors and multiples. (Gr. 6)
36
Common Core State Standards for Literacy in Science & Technical Subjects (Gr. 6-8)
Key Ideas and Details
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
Integration of Knowledge and Ideas
Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
Common Core State Standards for Literacy in Writing (Gr. 6-8)
Research to Build and Present Knowledge
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Draw evidence from informational texts to support analysis reflection, and research.
37
Reading Standards: Informational Text
Craft and Structure
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. (Gr. 6)
Speaking & Listening Standards
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. (Gr. 7)
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. (Gr. 8)
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (Gr. 6-8)
Language Standards
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (Gr. 6-8)
Knowledge of Language
Use knowledge of language and its conventions when writing, speaking, reading, or listening. (Gr. 6-8)
Vocabulary Acquisition and Use
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies. (Gr. 6-8)
38
The Number System
Compute fluently with multi-digit numbers and find common factors and multiples. (Gr. 6)
Common Core State Standards for Literacy in History/Social Studies (Gr. 6-8)
Key Ideas and Details
Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
Craft and Structure
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Common Core State Standards for Literacy in Science & Technical Subjects (Gr. 6-8)
Craft and Structure
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
39
Reading Standards: Informational Text
Key Ideas and Details
Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). (Gr. 7)
Craft and Structure
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. (Gr. 6)
Language Standards
Vocabulary Acquisition and Use
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies. (Gr. 6-8)
Common Core State Standards for Literacy in History/Social Studies (Gr. 6-8)
Craft and Structure
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
40
Reading Standards: Informational Text
Key Ideas and Details
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (Gr. 7)
Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). (Gr. 7)
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). (Gr. 8)
Integration of Knowledge and Ideas
Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. (Gr. 8)
Writing Standards
Production and Distribution of Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gr. 6-8)
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Gr. 6)
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Gr. 7-8)
Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. (Gr. 6)
41
Speaking & Listening Standards
Comprehension and Collaboration
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly. (Gr. 6-8)
Presentation of Knowledge and Ideas
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. (Gr. 6)
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. (Gr. 7)
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. (Gr. 8)
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. (Gr. 6)
Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. (Gr. 7)
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (Gr. 8)
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (Gr. 6-8)
Language Standards
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (Gr. 6-8)
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (Gr. 6-8)
Knowledge of Language
Use knowledge of language and its conventions when writing, speaking, reading, or listening. (Gr. 6-8)
42
Common Core State Standards for Literacy in Writing (Gr. 6-8)
Production and Distribution of Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
43
Common Core State Standards for English Language Arts
Reading Standards: Informational Text
Key Ideas and Details
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (Gr. 6-7)
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). (Gr. 8)
Craft and Structure
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. (Gr. 6)
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. (Gr. 7)
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. (Gr. 8)
Integration of Knowledge and Ideas
Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. (Gr. 6)
44
Speaking & Listening Standards
Comprehension and Collaboration
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly. (Gr. 6-8)
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. (Gr. 6)
Presentation of Knowledge and Ideas
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. (Gr. 6)
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. (Gr. 7)
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. (Gr. 8)
Language Standards
Vocabulary Acquisition and Use
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies. (Gr. 6-8)
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. (Gr. 6-8)
Common Core State Standards for Mathematics
Ratios and Proportional Relationships
Understand ratio concepts and use ratio reasoning to solve problems. (Gr. 6)
Analyze proportional relationships and use them to solve real-world and mathematical problems. (Gr. 7)
45
Common Core State Standards for Literacy in History/Social Studies (Gr. 6-8)
Key Ideas and Details
Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
Craft and Structure
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Integration of Knowledge and Ideas
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
46
National Council for Social Studies (NCSS) curriculum standards
I Culture: Experiences that provide for the study of culture and cultural diversity
Performance Expectations:
Describe ways in which language, stories, folktales, music, and artistic creations serve as
expressions of culture and influence behavior of people living in a particular culture
Give examples and describe the importance of cultural unity and diversity within and across
groups
II Time, Continuity & Change: Experiences that provide for the study of the ways human
beings view themselves in and over time
Performance Expectations:
Demonstrate an understanding that different scholars may describe the same event or situation in
different ways but must provide reasons or evidence for their views
Identify and describe selected historical periods and patterns of change within and across
cultures, such as the rise of civilizations, the development of transportation systems, the growth
and breakdown of colonial systems, and others
Identify and use key concepts such as chronology, causality, change, conflict, and complexity to
explain, analyze, and show connections among patterns of historical change and continuity
Identify and use processes important to reconstructing and reinterpreting the past, such as using
a variety of sources, providing, validating, and weighing evidence for claims, checking credibility
of sources, and searching for causality
Develop critical sensitivities such as empathy and skepticism regarding attitudes, values, and
behaviors of people in different historical contexts
Use knowledge of facts and concepts drawn from history, along with methods of historical inquiry,
to inform decision-making about and action-taking on public issues
IV Individual Development & Identity: Experiences that provide for the study of individual
development and identity
personal identity
Identify and describe ways regional, ethnic, and national cultures influence individuals’ daily lives
47
V Individuals, Groups, & Institutions: Experiences that provide for the study of interactions
among individuals, groups, and institutions
Performance Expectations:
Identify and analyze examples of tensions between expressions of individuality and group or
institutional efforts to promote social conformity
Identify and describe examples of tensions between belief systems and government policies and
laws
Describe the role of institutions in furthering both continuity and change
Apply knowledge of how groups and institutions work to meet individual needs and promote the
common good
VI Power, Authority, & Governance: Experiences that provide for the study of how people
create and change structures of power, authority, and governance
Performance Expectations:
Examine persistent issues involving the rights, roles, and status of the individual in relation to the
general welfare
Describe the purpose of government and how its powers are acquired, used and justified
Analyze and explain ideas and governmental mechanisms to meet needs and wants of citizens,
regulate territory, manage conflict, and establish order and security
Describe the ways nations and organizations respond to forces of unity and diversity affecting
order and security
Identify and describe the basic features of the political system in the United States, and identify
representative leaders from various levels and branches of government
Explain conditions, actions, and motivations that contribute to conflict and cooperation within and
among nations
Explain and apply concepts such as power, role, status, justice, and influence to the examination
of persistent issues and social problems
Give examples and explain how governments attempt to achieve their stated ideals at home and
abroad
VII Production, Distribution, & Consumption: Experiences that provide for the study of how
people organize for the production, distribution, and consumption of goods and services
Performance Expectations:
Describe the role that supply and demand, prices, incentives, and profits play in determining what
is produced and distributed in a competitive market system
Compare basic economic systems according to who determines what is produced, distributed,
and consumed
Use economic concepts to help explain historical and current developments and issues in local,
national, or global contexts
48
IX Global Connections: Experiences that provide for the study of global connections and
interdependence
nations
emerging global issues, such as health, security, resource allocation, economic development,
and environmental quality
Describe and explain the relationships and tensions between national sovereignty and global
interests, in such matters as territory, natural resources, trade, use of technology, and welfare of
people
human rights
Identify and describe the roles of international and multinational organizations
X Civic Ideals & Practices: Experiences that provide for the study of the ideals, principles,
and practices of citizenship in a democratic republic
Performance Expectations:
Examine the origins and continuing influence of key ideals of the democratic republican form of
government, such as individual human dignity, liberty, justice, equality, and the rule of law
Identify and interpret sources and examples of the rights and responsibilities of citizens
Locate, access, analyze, organize, and apply information about selected public issues –
recognizing and explaining multiple points of view
Practice forms of civic discussion and participation consistent with the ideals of citizens in a
democratic republic
Explain and analyze various forms of citizen action that influence public policy decisions
Identify and explain the roles of formal and informal political actors in influencing and shaping
public policy and decision-making
Analyze the influence of diverse forms of public opinion on the development of public policy and
decision-making
Analyze the effectiveness of selected public policies and citizen behaviors in realizing the stated
ideals of a democratic republican form of government
Explain the relationship between policy statements and action plans used to address issues of
public concern
Examine strategies designed to strengthen the “common good,” which consider a range of
options for citizen action
Gr. 5-8 Content Standards
I. What are Civic Life, Politics, and Government?
A. What is civic life? What is politics? What is government? Why are government
and politics necessary? What purposes should government serve?
B. What are the essential characteristics of limited and unlimited government?
C. What are the nature and purposes of constitutions?
D. What are alternative ways of organizing constitutional governments?
II. What are the Foundations of the American Political System?
A. What is the American idea of constitutional government?
B. What are the distinctive characteristics of American society?
C. What is American political culture?
D. What values and principles are basic to American constitutional democracy?
III. How Does the Government Established by the Constitution Embody the
Purposes, Values, and Principles of American Democracy?
A. How are power and responsibility distributed, shared, and limited in the
government established by the United States Constitution?
B. What does the national government do?
C. How are state and local governments organized and what do they do?
E. What is the place of law in the American constitutional system?
F. How does the American political system provide for choice and opportunities
for participation?
50
IV. What is the Relationship of the United States to Other Nations and to World
Affairs?
B. How has the United States influenced other nations and how have other
nations influenced American politics and society?
V. What are the Roles of the Citizen in American Democracy?
B. What are the rights of citizens?
C. What are the responsibilities of citizens?
D. What dispositions or traits of character are important to the preservation and
improvement of American constitutional democracy?
E. How can citizens take part in civic life?