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stringclasses 364
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13
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values | metadata_framework
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values | metadata_complexity_level
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values | metadata_c3_dimension
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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Evaluate evidence and construct arguments about civics issues using grade 9 appropriate reasoning and advanced analysis.
|
Grade 9 Civics - Developing Questions and Planning Inquiries
|
Students will engage with Civics content by evaluate evidence and construct arguments about civics issues using grade 9 appropriate reasoning and advanced analysis.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. This supports C3 Framework dimension: Developing Questions and Planning Inquiries. Assessment will demonstrate advanced understanding appropriate for grade 9.
|
evidence_evaluation
|
C3.1.9.1
|
9
|
Civics
|
C3 Framework
|
Advanced
|
c3_framework
|
91
|
True
|
False
|
False
|
True
|
False
|
False
|
Developing Questions and Planning Inquiries
|
68
|
portfolio
|
True
|
True
|
False
|
|||
Analyze economic decisions and their impacts using grade 9 appropriate geography concepts and advanced reasoning.
|
Grade 9 Geography - Physical Geography
|
Students will engage with Geography content by analyze economic decisions and their impacts using grade 9 appropriate geography concepts and advanced reasoning.. Students will connect learning to current events and real-world applications. Assessment will demonstrate advanced understanding appropriate for grade 9.
|
economic_decision_making
|
GEO.9.PHYS.4
|
9
|
Geography
|
Geography Standards
|
Advanced
|
geography_domain
|
93
|
False
|
False
|
False
|
False
|
False
|
True
|
Physical Geography
|
Map Skills
|
68
|
project
|
True
|
True
|
True
|
||
Conduct historical analysis of geography topics using grade K appropriate methods and foundational level reasoning.
|
Grade K Geography - Physical Geography
|
Students will engage with Geography content by conduct historical analysis of geography topics using grade k appropriate methods and foundational level reasoning.. Students will connect learning to current events and real-world applications. Assessment will demonstrate foundational understanding appropriate for grade K.
|
historical_analysis
|
GEO.K.PHYS.2
|
K
|
Geography
|
Geography Standards
|
Foundational
|
geography_domain
|
97
|
False
|
False
|
False
|
False
|
False
|
True
|
Physical Geography
|
Place and Region
|
73
|
portfolio
|
True
|
True
|
False
|
||
Analyze primary and secondary sources related to civics topics appropriate for grade 11 with advanced thinking skills.
|
Grade 11 Civics - Individuals, Groups, and Institutions
|
Students will engage with Civics content by analyze primary and secondary sources related to civics topics appropriate for grade 11 with advanced thinking skills.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: Individuals, Groups, and Institutions. Assessment will demonstrate advanced understanding appropriate for grade 11.
|
source_analysis
|
NCSS.5.11.4
|
11
|
Civics
|
NCSS Thematic Standards
|
Advanced
|
ncss_thematic
|
96
|
True
|
False
|
False
|
False
|
True
|
False
|
Individuals, Groups, and Institutions
|
87
|
portfolio
|
True
|
True
|
True
|
|||
Analyze economic decisions and their impacts using grade 11 appropriate civics concepts and advanced reasoning.
|
Grade 11 Civics - Civic Participation
|
Students will engage with Civics content by analyze economic decisions and their impacts using grade 11 appropriate civics concepts and advanced reasoning.. Students will connect learning to current events and real-world applications. Assessment will demonstrate advanced understanding appropriate for grade 11.
|
economic_decision_making
|
CIV.11.CIVI.1
|
11
|
Civics
|
Civics Standards
|
Advanced
|
civics_domain
|
93
|
False
|
False
|
False
|
False
|
False
|
True
|
Civic Participation
|
Democratic Participation
|
62
|
project
|
True
|
True
|
False
|
||
Evaluate evidence and construct arguments about economics issues using grade 1 appropriate reasoning and foundational analysis.
|
Grade 1 Economics - Production, Distribution, and Consumption
|
Students will engage with Economics content by evaluate evidence and construct arguments about economics issues using grade 1 appropriate reasoning and foundational analysis.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: Production, Distribution, and Consumption. Assessment will demonstrate foundational understanding appropriate for grade 1.
|
evidence_evaluation
|
NCSS.7.1.1
|
1
|
Economics
|
NCSS Thematic Standards
|
Foundational
|
ncss_thematic
|
87
|
True
|
False
|
False
|
False
|
True
|
False
|
Production, Distribution, and Consumption
|
51
|
performance
|
True
|
False
|
True
|
|||
Explore economics concepts appropriate for grade 9 using advanced level thinking and analysis.
|
Grade 9 Economics - Production, Distribution, and Consumption
|
Students will engage with Economics content by explore economics concepts appropriate for grade 9 using advanced level thinking and analysis.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: Production, Distribution, and Consumption. Assessment will demonstrate advanced understanding appropriate for grade 9.
|
question_formulation
|
NCSS.7.9.5
|
9
|
Economics
|
NCSS Thematic Standards
|
Advanced
|
ncss_thematic
|
94
|
True
|
False
|
False
|
False
|
True
|
False
|
Production, Distribution, and Consumption
|
71
|
project
|
True
|
False
|
False
|
|||
Apply geographic reasoning to analyze economics patterns and relationships at grade 3 level with developing thinking.
|
Grade 3 Economics - Markets and Trade
|
Students will engage with Economics content by apply geographic reasoning to analyze economics patterns and relationships at grade 3 level with developing thinking.. Students will connect learning to current events and real-world applications. Assessment will demonstrate developing understanding appropriate for grade 3.
|
geographic_reasoning
|
ECO.3.MARK.2
|
3
|
Economics
|
Economics Standards
|
Developing
|
economics_domain
|
85
|
False
|
False
|
False
|
False
|
False
|
True
|
Markets and Trade
|
Decision Making
|
58
|
portfolio
|
True
|
True
|
True
|
||
Apply geographic reasoning to analyze economics patterns and relationships at grade 9 level with advanced thinking.
|
Grade 9 Economics - Financial Literacy
|
Students will engage with Economics content by apply geographic reasoning to analyze economics patterns and relationships at grade 9 level with advanced thinking.. Students will connect learning to current events and real-world applications. Assessment will demonstrate advanced understanding appropriate for grade 9.
|
geographic_reasoning
|
ECO.9.FINA.3
|
9
|
Economics
|
Economics Standards
|
Advanced
|
economics_domain
|
90
|
False
|
False
|
False
|
False
|
False
|
True
|
Financial Literacy
|
Data Analysis
|
51
|
portfolio
|
True
|
False
|
True
|
||
Analyze economic decisions and their impacts using grade 8 appropriate history concepts and proficient reasoning.
|
Grade 8 History - Historical Thinking
|
Students will engage with History content by analyze economic decisions and their impacts using grade 8 appropriate history concepts and proficient reasoning.. Students will connect learning to current events and real-world applications. Assessment will demonstrate proficient understanding appropriate for grade 8.
|
economic_decision_making
|
HIS.8.HIST.1
|
8
|
History
|
History Standards
|
Proficient
|
history_domain
|
86
|
False
|
False
|
False
|
False
|
False
|
True
|
Historical Thinking
|
Historical Analysis
|
63
|
presentation
|
True
|
True
|
True
|
||
Evaluate evidence and construct arguments about civics issues using grade 7 appropriate reasoning and proficient analysis.
|
Grade 7 Civics - Individuals, Groups, and Institutions
|
Students will engage with Civics content by evaluate evidence and construct arguments about civics issues using grade 7 appropriate reasoning and proficient analysis.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: Individuals, Groups, and Institutions. Assessment will demonstrate proficient understanding appropriate for grade 7.
|
evidence_evaluation
|
NCSS.5.7.2
|
7
|
Civics
|
NCSS Thematic Standards
|
Proficient
|
ncss_thematic
|
85
|
True
|
False
|
False
|
False
|
True
|
False
|
Individuals, Groups, and Institutions
|
88
|
portfolio
|
True
|
False
|
False
|
|||
Apply geographic reasoning to analyze geography patterns and relationships at grade 11 level with advanced thinking.
|
Grade 11 Geography - Spatial Thinking
|
Students will engage with Geography content by apply geographic reasoning to analyze geography patterns and relationships at grade 11 level with advanced thinking.. Students will connect learning to current events and real-world applications. Assessment will demonstrate advanced understanding appropriate for grade 11.
|
geographic_reasoning
|
GEO.11.SPAT.3
|
11
|
Geography
|
Geography Standards
|
Advanced
|
geography_domain
|
89
|
False
|
False
|
False
|
False
|
False
|
True
|
Spatial Thinking
|
Map Skills
|
53
|
presentation
|
True
|
False
|
False
|
||
Explore geography concepts appropriate for grade 1 using foundational level thinking and analysis.
|
Grade 1 Geography - People, Places, and Environments
|
Students will engage with Geography content by explore geography concepts appropriate for grade 1 using foundational level thinking and analysis.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: People, Places, and Environments. Assessment will demonstrate foundational understanding appropriate for grade 1.
|
question_formulation
|
NCSS.3.1.2
|
1
|
Geography
|
NCSS Thematic Standards
|
Foundational
|
ncss_thematic
|
97
|
True
|
False
|
False
|
False
|
True
|
False
|
People, Places, and Environments
|
72
|
project
|
True
|
True
|
True
|
|||
Design an inquiry investigation for grade 1 students to explore history concepts with foundational level analysis.
|
Grade 1 History - Time, Continuity, and Change
|
Students will engage with History content by design an inquiry investigation for grade 1 students to explore history concepts with foundational level analysis.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: Time, Continuity, and Change. Assessment will demonstrate foundational understanding appropriate for grade 1.
|
inquiry_design
|
NCSS.2.1.4
|
1
|
History
|
NCSS Thematic Standards
|
Foundational
|
ncss_thematic
|
85
|
True
|
False
|
False
|
False
|
True
|
False
|
Time, Continuity, and Change
|
46
|
performance
|
True
|
True
|
True
|
|||
Explore civics concepts appropriate for grade K using foundational level thinking and analysis.
|
Grade K Civics - Democratic Principles
|
Students will engage with Civics content by explore civics concepts appropriate for grade k using foundational level thinking and analysis.. Students will connect learning to current events and real-world applications. Assessment will demonstrate foundational understanding appropriate for grade K.
|
civic_understanding
|
CIV.K.DEMO.3
|
K
|
Civics
|
Civics Standards
|
Foundational
|
civics_domain
|
83
|
False
|
False
|
False
|
False
|
False
|
True
|
Democratic Principles
|
Democratic Participation
|
62
|
portfolio
|
True
|
True
|
True
|
||
Analyze economic decisions and their impacts using grade 4 appropriate geography concepts and developing reasoning.
|
Grade 4 Geography - Physical Geography
|
Students will engage with Geography content by analyze economic decisions and their impacts using grade 4 appropriate geography concepts and developing reasoning.. Students will connect learning to current events and real-world applications. Assessment will demonstrate developing understanding appropriate for grade 4.
|
economic_decision_making
|
GEO.4.PHYS.2
|
4
|
Geography
|
Geography Standards
|
Developing
|
geography_domain
|
91
|
False
|
False
|
False
|
False
|
False
|
True
|
Physical Geography
|
Human-Environment Interaction
|
52
|
presentation
|
True
|
False
|
True
|
||
Analyze economic decisions and their impacts using grade 11 appropriate civics concepts and advanced reasoning.
|
Grade 11 Civics - Government Systems
|
Students will engage with Civics content by analyze economic decisions and their impacts using grade 11 appropriate civics concepts and advanced reasoning.. Students will connect learning to current events and real-world applications. Assessment will demonstrate advanced understanding appropriate for grade 11.
|
economic_decision_making
|
CIV.11.GOVE.4
|
11
|
Civics
|
Civics Standards
|
Advanced
|
civics_domain
|
88
|
False
|
False
|
False
|
False
|
False
|
True
|
Government Systems
|
Constitutional Understanding
|
76
|
project
|
True
|
False
|
True
|
||
Design an inquiry investigation for grade 11 students to explore civics concepts with advanced level analysis.
|
Grade 11 Civics - Individual Development and Identity
|
Students will engage with Civics content by design an inquiry investigation for grade 11 students to explore civics concepts with advanced level analysis.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: Individual Development and Identity. Assessment will demonstrate advanced understanding appropriate for grade 11.
|
inquiry_design
|
NCSS.4.11.3
|
11
|
Civics
|
NCSS Thematic Standards
|
Advanced
|
ncss_thematic
|
92
|
True
|
False
|
False
|
False
|
True
|
False
|
Individual Development and Identity
|
88
|
project
|
True
|
False
|
True
|
|||
Evaluate evidence and construct arguments about civics issues using grade 7 appropriate reasoning and proficient analysis.
|
Grade 7 Civics - Individual Development and Identity
|
Students will engage with Civics content by evaluate evidence and construct arguments about civics issues using grade 7 appropriate reasoning and proficient analysis.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: Individual Development and Identity. Assessment will demonstrate proficient understanding appropriate for grade 7.
|
evidence_evaluation
|
NCSS.4.7.2
|
7
|
Civics
|
NCSS Thematic Standards
|
Proficient
|
ncss_thematic
|
87
|
True
|
False
|
False
|
False
|
True
|
False
|
Individual Development and Identity
|
86
|
project
|
True
|
True
|
True
|
|||
Explore history concepts appropriate for grade 12 using advanced level thinking and analysis.
|
Grade 12 History - Culture
|
Students will engage with History content by explore history concepts appropriate for grade 12 using advanced level thinking and analysis.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: Culture. Assessment will demonstrate advanced understanding appropriate for grade 12.
|
question_formulation
|
NCSS.1.12.3
|
12
|
History
|
NCSS Thematic Standards
|
Advanced
|
ncss_thematic
|
93
|
True
|
False
|
True
|
False
|
True
|
False
|
Culture
|
47
|
performance
|
True
|
True
|
False
|
|||
Apply geographic reasoning to analyze geography patterns and relationships at grade 10 level with advanced thinking.
|
Grade 10 Geography - Geographic Skills
|
Students will engage with Geography content by apply geographic reasoning to analyze geography patterns and relationships at grade 10 level with advanced thinking.. Students will connect learning to current events and real-world applications. Assessment will demonstrate advanced understanding appropriate for grade 10.
|
geographic_reasoning
|
GEO.10.GEOG.1
|
10
|
Geography
|
Geography Standards
|
Advanced
|
geography_domain
|
84
|
False
|
False
|
False
|
False
|
False
|
True
|
Geographic Skills
|
Spatial Analysis
|
88
|
portfolio
|
True
|
False
|
False
|
||
Apply geographic reasoning to analyze geography patterns and relationships at grade 5 level with developing thinking.
|
Grade 5 Geography - Human Geography
|
Students will engage with Geography content by apply geographic reasoning to analyze geography patterns and relationships at grade 5 level with developing thinking.. Students will connect learning to current events and real-world applications. Assessment will demonstrate developing understanding appropriate for grade 5.
|
geographic_reasoning
|
GEO.5.HUMA.3
|
5
|
Geography
|
Geography Standards
|
Developing
|
geography_domain
|
94
|
False
|
False
|
False
|
False
|
False
|
True
|
Human Geography
|
Human-Environment Interaction
|
62
|
presentation
|
True
|
False
|
False
|
||
Design an inquiry investigation for grade 12 students to explore history concepts with advanced level analysis.
|
Grade 12 History - Time, Continuity, and Change
|
Students will engage with History content by design an inquiry investigation for grade 12 students to explore history concepts with advanced level analysis.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: Time, Continuity, and Change. Assessment will demonstrate advanced understanding appropriate for grade 12.
|
inquiry_design
|
NCSS.2.12.1
|
12
|
History
|
NCSS Thematic Standards
|
Advanced
|
ncss_thematic
|
91
|
True
|
False
|
False
|
False
|
True
|
False
|
Time, Continuity, and Change
|
52
|
project
|
True
|
True
|
True
|
|||
Explore history concepts appropriate for grade K using foundational level thinking and analysis.
|
Grade K History - Culture
|
Students will engage with History content by explore history concepts appropriate for grade k using foundational level thinking and analysis.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: Culture. Assessment will demonstrate foundational understanding appropriate for grade K.
|
question_formulation
|
NCSS.1.K.3
|
K
|
History
|
NCSS Thematic Standards
|
Foundational
|
ncss_thematic
|
98
|
True
|
False
|
True
|
False
|
True
|
False
|
Culture
|
77
|
performance
|
True
|
False
|
True
|
|||
Apply geographic reasoning to analyze economics patterns and relationships at grade 4 level with developing thinking.
|
Grade 4 Economics - Global Economics
|
Students will engage with Economics content by apply geographic reasoning to analyze economics patterns and relationships at grade 4 level with developing thinking.. Students will connect learning to current events and real-world applications. Assessment will demonstrate developing understanding appropriate for grade 4.
|
geographic_reasoning
|
ECO.4.GLOB.2
|
4
|
Economics
|
Economics Standards
|
Developing
|
economics_domain
|
86
|
False
|
False
|
False
|
False
|
False
|
True
|
Global Economics
|
Decision Making
|
49
|
presentation
|
True
|
False
|
True
|
||
Conduct historical analysis of geography topics using grade 11 appropriate methods and advanced level reasoning.
|
Grade 11 Geography - Geographic Skills
|
Students will engage with Geography content by conduct historical analysis of geography topics using grade 11 appropriate methods and advanced level reasoning.. Students will connect learning to current events and real-world applications. Assessment will demonstrate advanced understanding appropriate for grade 11.
|
historical_analysis
|
GEO.11.GEOG.1
|
11
|
Geography
|
Geography Standards
|
Advanced
|
geography_domain
|
89
|
False
|
False
|
False
|
False
|
False
|
True
|
Geographic Skills
|
Spatial Analysis
|
63
|
project
|
True
|
True
|
False
|
||
Explore civics concepts appropriate for grade 8 using proficient level thinking and analysis.
|
Grade 8 Civics - Democratic Principles
|
Students will engage with Civics content by explore civics concepts appropriate for grade 8 using proficient level thinking and analysis.. Students will connect learning to current events and real-world applications. Assessment will demonstrate proficient understanding appropriate for grade 8.
|
civic_understanding
|
CIV.8.DEMO.2
|
8
|
Civics
|
Civics Standards
|
Proficient
|
civics_domain
|
98
|
False
|
False
|
False
|
False
|
False
|
True
|
Democratic Principles
|
Democratic Participation
|
58
|
portfolio
|
True
|
True
|
False
|
||
Analyze primary and secondary sources related to geography topics appropriate for grade 8 with proficient thinking skills.
|
Grade 8 Geography - People, Places, and Environments
|
Students will engage with Geography content by analyze primary and secondary sources related to geography topics appropriate for grade 8 with proficient thinking skills.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: People, Places, and Environments. Assessment will demonstrate proficient understanding appropriate for grade 8.
|
source_analysis
|
NCSS.3.8.1
|
8
|
Geography
|
NCSS Thematic Standards
|
Proficient
|
ncss_thematic
|
94
|
True
|
False
|
False
|
False
|
True
|
False
|
People, Places, and Environments
|
67
|
project
|
True
|
False
|
True
|
|||
Apply geographic reasoning to analyze civics patterns and relationships at grade 1 level with foundational thinking.
|
Grade 1 Civics - Citizen Rights and Responsibilities
|
Students will engage with Civics content by apply geographic reasoning to analyze civics patterns and relationships at grade 1 level with foundational thinking.. Students will connect learning to current events and real-world applications. Assessment will demonstrate foundational understanding appropriate for grade 1.
|
geographic_reasoning
|
CIV.1.CITI.2
|
1
|
Civics
|
Civics Standards
|
Foundational
|
civics_domain
|
92
|
False
|
False
|
False
|
False
|
False
|
True
|
Citizen Rights and Responsibilities
|
Democratic Participation
|
51
|
portfolio
|
True
|
True
|
False
|
||
Analyze economic decisions and their impacts using grade 9 appropriate history concepts and advanced reasoning.
|
Grade 9 History - World History
|
Students will engage with History content by analyze economic decisions and their impacts using grade 9 appropriate history concepts and advanced reasoning.. Students will connect learning to current events and real-world applications. Assessment will demonstrate advanced understanding appropriate for grade 9.
|
economic_decision_making
|
HIS.9.WORL.3
|
9
|
History
|
History Standards
|
Advanced
|
history_domain
|
95
|
False
|
False
|
False
|
False
|
False
|
True
|
World History
|
Research
|
58
|
project
|
True
|
True
|
False
|
||
Explore history concepts appropriate for grade K using foundational level thinking and analysis.
|
Grade K History - Time, Continuity, and Change
|
Students will engage with History content by explore history concepts appropriate for grade k using foundational level thinking and analysis.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: Time, Continuity, and Change. Assessment will demonstrate foundational understanding appropriate for grade K.
|
question_formulation
|
NCSS.2.K.3
|
K
|
History
|
NCSS Thematic Standards
|
Foundational
|
ncss_thematic
|
97
|
True
|
False
|
False
|
False
|
True
|
False
|
Time, Continuity, and Change
|
52
|
presentation
|
True
|
False
|
False
|
|||
Evaluate evidence and construct arguments about history issues using grade K appropriate reasoning and foundational analysis.
|
Grade K History - Culture
|
Students will engage with History content by evaluate evidence and construct arguments about history issues using grade k appropriate reasoning and foundational analysis.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: Culture. Assessment will demonstrate foundational understanding appropriate for grade K.
|
evidence_evaluation
|
NCSS.1.K.3
|
K
|
History
|
NCSS Thematic Standards
|
Foundational
|
ncss_thematic
|
98
|
True
|
False
|
True
|
False
|
True
|
False
|
Culture
|
74
|
project
|
True
|
False
|
False
|
|||
Apply geographic reasoning to analyze history patterns and relationships at grade 3 level with developing thinking.
|
Grade 3 History - World History
|
Students will engage with History content by apply geographic reasoning to analyze history patterns and relationships at grade 3 level with developing thinking.. Students will connect learning to current events and real-world applications. Assessment will demonstrate developing understanding appropriate for grade 3.
|
geographic_reasoning
|
HIS.3.WORL.2
|
3
|
History
|
History Standards
|
Developing
|
history_domain
|
85
|
False
|
False
|
False
|
False
|
False
|
True
|
World History
|
Research
|
48
|
presentation
|
True
|
False
|
False
|
||
Analyze primary and secondary sources related to civics topics appropriate for grade 10 with advanced thinking skills.
|
Grade 10 Civics - Power, Authority, and Governance
|
Students will engage with Civics content by analyze primary and secondary sources related to civics topics appropriate for grade 10 with advanced thinking skills.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. Students will develop civic engagement skills and understanding of democratic participation. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: Power, Authority, and Governance. Assessment will demonstrate advanced understanding appropriate for grade 10.
|
source_analysis
|
NCSS.6.10.2
|
10
|
Civics
|
NCSS Thematic Standards
|
Advanced
|
ncss_thematic
|
93
|
True
|
True
|
False
|
False
|
True
|
False
|
Power, Authority, and Governance
|
67
|
presentation
|
True
|
False
|
False
|
|||
Conduct historical analysis of history topics using grade 6 appropriate methods and proficient level reasoning.
|
Grade 6 History - U.S. History
|
Students will engage with History content by conduct historical analysis of history topics using grade 6 appropriate methods and proficient level reasoning.. Students will connect learning to current events and real-world applications. Assessment will demonstrate proficient understanding appropriate for grade 6.
|
historical_analysis
|
HIS.6.U.S..3
|
6
|
History
|
History Standards
|
Proficient
|
history_domain
|
96
|
False
|
False
|
False
|
False
|
False
|
True
|
U.S. History
|
Chronological Thinking
|
80
|
project
|
True
|
True
|
False
|
||
Evaluate evidence and construct arguments about civics issues using grade 8 appropriate reasoning and proficient analysis.
|
Grade 8 Civics - Individual Development and Identity
|
Students will engage with Civics content by evaluate evidence and construct arguments about civics issues using grade 8 appropriate reasoning and proficient analysis.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: Individual Development and Identity. Assessment will demonstrate proficient understanding appropriate for grade 8.
|
evidence_evaluation
|
NCSS.4.8.2
|
8
|
Civics
|
NCSS Thematic Standards
|
Proficient
|
ncss_thematic
|
99
|
True
|
False
|
False
|
False
|
True
|
False
|
Individual Development and Identity
|
84
|
presentation
|
True
|
False
|
False
|
|||
Explore geography concepts appropriate for grade 11 using advanced level thinking and analysis.
|
Grade 11 Geography - People, Places, and Environments
|
Students will engage with Geography content by explore geography concepts appropriate for grade 11 using advanced level thinking and analysis.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: People, Places, and Environments. Assessment will demonstrate advanced understanding appropriate for grade 11.
|
question_formulation
|
NCSS.3.11.1
|
11
|
Geography
|
NCSS Thematic Standards
|
Advanced
|
ncss_thematic
|
96
|
True
|
False
|
False
|
False
|
True
|
False
|
People, Places, and Environments
|
59
|
performance
|
True
|
False
|
False
|
|||
Evaluate evidence and construct arguments about civics issues using grade 6 appropriate reasoning and proficient analysis.
|
Grade 6 Civics - Individual Development and Identity
|
Students will engage with Civics content by evaluate evidence and construct arguments about civics issues using grade 6 appropriate reasoning and proficient analysis.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: Individual Development and Identity. Assessment will demonstrate proficient understanding appropriate for grade 6.
|
evidence_evaluation
|
NCSS.4.6.2
|
6
|
Civics
|
NCSS Thematic Standards
|
Proficient
|
ncss_thematic
|
95
|
True
|
False
|
False
|
False
|
True
|
False
|
Individual Development and Identity
|
83
|
project
|
True
|
True
|
False
|
|||
Evaluate evidence and construct arguments about civics issues using grade K appropriate reasoning and foundational analysis.
|
Grade K Civics - Civic Ideals and Practices
|
Students will engage with Civics content by evaluate evidence and construct arguments about civics issues using grade k appropriate reasoning and foundational analysis.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. Students will develop civic engagement skills and understanding of democratic participation. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: Civic Ideals and Practices. Assessment will demonstrate foundational understanding appropriate for grade K.
|
evidence_evaluation
|
NCSS.10.K.3
|
K
|
Civics
|
NCSS Thematic Standards
|
Foundational
|
ncss_thematic
|
95
|
True
|
True
|
False
|
False
|
True
|
False
|
Civic Ideals and Practices
|
88
|
presentation
|
True
|
False
|
True
|
|||
Analyze primary and secondary sources related to civics topics appropriate for grade 5 with developing thinking skills.
|
Grade 5 Civics - Individual Development and Identity
|
Students will engage with Civics content by analyze primary and secondary sources related to civics topics appropriate for grade 5 with developing thinking skills.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: Individual Development and Identity. Assessment will demonstrate developing understanding appropriate for grade 5.
|
source_analysis
|
NCSS.4.5.4
|
5
|
Civics
|
NCSS Thematic Standards
|
Developing
|
ncss_thematic
|
99
|
True
|
False
|
False
|
False
|
True
|
False
|
Individual Development and Identity
|
84
|
portfolio
|
True
|
True
|
True
|
|||
Design an inquiry investigation for grade 6 students to explore civics concepts with proficient level analysis.
|
Grade 6 Civics - Individual Development and Identity
|
Students will engage with Civics content by design an inquiry investigation for grade 6 students to explore civics concepts with proficient level analysis.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: Individual Development and Identity. Assessment will demonstrate proficient understanding appropriate for grade 6.
|
inquiry_design
|
NCSS.4.6.5
|
6
|
Civics
|
NCSS Thematic Standards
|
Proficient
|
ncss_thematic
|
85
|
True
|
False
|
False
|
False
|
True
|
False
|
Individual Development and Identity
|
65
|
presentation
|
True
|
False
|
True
|
|||
Conduct historical analysis of history topics using grade 1 appropriate methods and foundational level reasoning.
|
Grade 1 History - Local History
|
Students will engage with History content by conduct historical analysis of history topics using grade 1 appropriate methods and foundational level reasoning.. Students will connect learning to current events and real-world applications. Assessment will demonstrate foundational understanding appropriate for grade 1.
|
historical_analysis
|
HIS.1.LOCA.2
|
1
|
History
|
History Standards
|
Foundational
|
history_domain
|
85
|
False
|
False
|
False
|
False
|
False
|
True
|
Local History
|
Historical Analysis
|
64
|
portfolio
|
True
|
True
|
True
|
||
Apply geographic reasoning to analyze history patterns and relationships at grade 8 level with proficient thinking.
|
Grade 8 History - Historical Thinking
|
Students will engage with History content by apply geographic reasoning to analyze history patterns and relationships at grade 8 level with proficient thinking.. Students will connect learning to current events and real-world applications. Assessment will demonstrate proficient understanding appropriate for grade 8.
|
geographic_reasoning
|
HIS.8.HIST.1
|
8
|
History
|
History Standards
|
Proficient
|
history_domain
|
86
|
False
|
False
|
False
|
False
|
False
|
True
|
Historical Thinking
|
Historical Analysis
|
72
|
project
|
True
|
True
|
False
|
||
Design an inquiry investigation for grade 6 students to explore civics concepts with proficient level analysis.
|
Grade 6 Civics - Power, Authority, and Governance
|
Students will engage with Civics content by design an inquiry investigation for grade 6 students to explore civics concepts with proficient level analysis.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. Students will develop civic engagement skills and understanding of democratic participation. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: Power, Authority, and Governance. Assessment will demonstrate proficient understanding appropriate for grade 6.
|
inquiry_design
|
NCSS.6.6.4
|
6
|
Civics
|
NCSS Thematic Standards
|
Proficient
|
ncss_thematic
|
94
|
True
|
True
|
False
|
False
|
True
|
False
|
Power, Authority, and Governance
|
53
|
performance
|
True
|
False
|
True
|
|||
Analyze economic decisions and their impacts using grade 8 appropriate geography concepts and proficient reasoning.
|
Grade 8 Geography - Physical Geography
|
Students will engage with Geography content by analyze economic decisions and their impacts using grade 8 appropriate geography concepts and proficient reasoning.. Students will connect learning to current events and real-world applications. Assessment will demonstrate proficient understanding appropriate for grade 8.
|
economic_decision_making
|
GEO.8.PHYS.3
|
8
|
Geography
|
Geography Standards
|
Proficient
|
geography_domain
|
98
|
False
|
False
|
False
|
False
|
False
|
True
|
Physical Geography
|
Map Skills
|
87
|
project
|
True
|
True
|
False
|
||
Analyze primary and secondary sources related to history topics appropriate for grade 11 with advanced thinking skills.
|
Grade 11 History - Communicating Conclusions and Taking Informed Action
|
Students will engage with History content by analyze primary and secondary sources related to history topics appropriate for grade 11 with advanced thinking skills.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. This supports C3 Framework dimension: Communicating Conclusions and Taking Informed Action. Assessment will demonstrate advanced understanding appropriate for grade 11.
|
source_analysis
|
C3.4.11.2
|
11
|
History
|
C3 Framework
|
Advanced
|
c3_framework
|
92
|
True
|
False
|
False
|
True
|
False
|
False
|
Communicating Conclusions and Taking Informed Action
|
63
|
portfolio
|
True
|
True
|
True
|
|||
Apply geographic reasoning to analyze economics patterns and relationships at grade 2 level with foundational thinking.
|
Grade 2 Economics - Global Economics
|
Students will engage with Economics content by apply geographic reasoning to analyze economics patterns and relationships at grade 2 level with foundational thinking.. Students will connect learning to current events and real-world applications. Assessment will demonstrate foundational understanding appropriate for grade 2.
|
geographic_reasoning
|
ECO.2.GLOB.3
|
2
|
Economics
|
Economics Standards
|
Foundational
|
economics_domain
|
85
|
False
|
False
|
False
|
False
|
False
|
True
|
Global Economics
|
Decision Making
|
86
|
performance
|
True
|
False
|
True
|
||
Analyze primary and secondary sources related to economics topics appropriate for grade 4 with developing thinking skills.
|
Grade 4 Economics - Production, Distribution, and Consumption
|
Students will engage with Economics content by analyze primary and secondary sources related to economics topics appropriate for grade 4 with developing thinking skills.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: Production, Distribution, and Consumption. Assessment will demonstrate developing understanding appropriate for grade 4.
|
source_analysis
|
NCSS.7.4.2
|
4
|
Economics
|
NCSS Thematic Standards
|
Developing
|
ncss_thematic
|
92
|
True
|
False
|
False
|
False
|
True
|
False
|
Production, Distribution, and Consumption
|
48
|
presentation
|
True
|
False
|
False
|
|||
Evaluate evidence and construct arguments about economics issues using grade 10 appropriate reasoning and advanced analysis.
|
Grade 10 Economics - Production, Distribution, and Consumption
|
Students will engage with Economics content by evaluate evidence and construct arguments about economics issues using grade 10 appropriate reasoning and advanced analysis.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: Production, Distribution, and Consumption. Assessment will demonstrate advanced understanding appropriate for grade 10.
|
evidence_evaluation
|
NCSS.7.10.2
|
10
|
Economics
|
NCSS Thematic Standards
|
Advanced
|
ncss_thematic
|
91
|
True
|
False
|
False
|
False
|
True
|
False
|
Production, Distribution, and Consumption
|
51
|
performance
|
True
|
True
|
True
|
|||
Analyze economic decisions and their impacts using grade 1 appropriate civics concepts and foundational reasoning.
|
Grade 1 Civics - Government Systems
|
Students will engage with Civics content by analyze economic decisions and their impacts using grade 1 appropriate civics concepts and foundational reasoning.. Students will connect learning to current events and real-world applications. Assessment will demonstrate foundational understanding appropriate for grade 1.
|
economic_decision_making
|
CIV.1.GOVE.2
|
1
|
Civics
|
Civics Standards
|
Foundational
|
civics_domain
|
94
|
False
|
False
|
False
|
False
|
False
|
True
|
Government Systems
|
Community Engagement
|
64
|
performance
|
True
|
False
|
True
|
||
Apply geographic reasoning to analyze economics patterns and relationships at grade 11 level with advanced thinking.
|
Grade 11 Economics - Global Economics
|
Students will engage with Economics content by apply geographic reasoning to analyze economics patterns and relationships at grade 11 level with advanced thinking.. Students will connect learning to current events and real-world applications. Assessment will demonstrate advanced understanding appropriate for grade 11.
|
geographic_reasoning
|
ECO.11.GLOB.1
|
11
|
Economics
|
Economics Standards
|
Advanced
|
economics_domain
|
96
|
False
|
False
|
False
|
False
|
False
|
True
|
Global Economics
|
Data Analysis
|
72
|
project
|
True
|
True
|
False
|
||
Apply geographic reasoning to analyze economics patterns and relationships at grade K level with foundational thinking.
|
Grade K Economics - Global Economics
|
Students will engage with Economics content by apply geographic reasoning to analyze economics patterns and relationships at grade k level with foundational thinking.. Students will connect learning to current events and real-world applications. Assessment will demonstrate foundational understanding appropriate for grade K.
|
geographic_reasoning
|
ECO.K.GLOB.2
|
K
|
Economics
|
Economics Standards
|
Foundational
|
economics_domain
|
84
|
False
|
False
|
False
|
False
|
False
|
True
|
Global Economics
|
Data Analysis
|
67
|
project
|
True
|
False
|
True
|
||
Analyze primary and secondary sources related to history topics appropriate for grade 5 with developing thinking skills.
|
Grade 5 History - Science, Technology, and Society
|
Students will engage with History content by analyze primary and secondary sources related to history topics appropriate for grade 5 with developing thinking skills.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: Science, Technology, and Society. Assessment will demonstrate developing understanding appropriate for grade 5.
|
source_analysis
|
NCSS.8.5.2
|
5
|
History
|
NCSS Thematic Standards
|
Developing
|
ncss_thematic
|
96
|
True
|
False
|
False
|
False
|
True
|
False
|
Science, Technology, and Society
|
81
|
portfolio
|
True
|
True
|
False
|
|||
Analyze economic decisions and their impacts using grade K appropriate civics concepts and foundational reasoning.
|
Grade K Civics - Government Systems
|
Students will engage with Civics content by analyze economic decisions and their impacts using grade k appropriate civics concepts and foundational reasoning.. Students will connect learning to current events and real-world applications. Assessment will demonstrate foundational understanding appropriate for grade K.
|
economic_decision_making
|
CIV.K.GOVE.2
|
K
|
Civics
|
Civics Standards
|
Foundational
|
civics_domain
|
95
|
False
|
False
|
False
|
False
|
False
|
True
|
Government Systems
|
Constitutional Understanding
|
58
|
presentation
|
True
|
False
|
False
|
||
Explore economics concepts appropriate for grade 4 using developing level thinking and analysis.
|
Grade 4 Economics - Global Economics
|
Students will engage with Economics content by explore economics concepts appropriate for grade 4 using developing level thinking and analysis.. Students will connect learning to current events and real-world applications. Assessment will demonstrate developing understanding appropriate for grade 4.
|
civic_understanding
|
ECO.4.GLOB.3
|
4
|
Economics
|
Economics Standards
|
Developing
|
economics_domain
|
85
|
False
|
False
|
False
|
False
|
False
|
True
|
Global Economics
|
Data Analysis
|
64
|
portfolio
|
True
|
False
|
False
|
||
Evaluate evidence and construct arguments about history issues using grade 6 appropriate reasoning and proficient analysis.
|
Grade 6 History - Culture
|
Students will engage with History content by evaluate evidence and construct arguments about history issues using grade 6 appropriate reasoning and proficient analysis.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: Culture. Assessment will demonstrate proficient understanding appropriate for grade 6.
|
evidence_evaluation
|
NCSS.1.6.2
|
6
|
History
|
NCSS Thematic Standards
|
Proficient
|
ncss_thematic
|
90
|
True
|
False
|
True
|
False
|
True
|
False
|
Culture
|
77
|
portfolio
|
True
|
False
|
True
|
|||
Analyze primary and secondary sources related to geography topics appropriate for grade 12 with advanced thinking skills.
|
Grade 12 Geography - Applying Disciplinary Concepts and Tools
|
Students will engage with Geography content by analyze primary and secondary sources related to geography topics appropriate for grade 12 with advanced thinking skills.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. This supports C3 Framework dimension: Applying Disciplinary Concepts and Tools. Assessment will demonstrate advanced understanding appropriate for grade 12.
|
source_analysis
|
C3.2.12.2
|
12
|
Geography
|
C3 Framework
|
Advanced
|
c3_framework
|
88
|
True
|
False
|
False
|
True
|
False
|
False
|
Applying Disciplinary Concepts and Tools
|
50
|
performance
|
True
|
False
|
False
|
|||
Analyze primary and secondary sources related to geography topics appropriate for grade 12 with advanced thinking skills.
|
Grade 12 Geography - Global Connections
|
Students will engage with Geography content by analyze primary and secondary sources related to geography topics appropriate for grade 12 with advanced thinking skills.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: Global Connections. Assessment will demonstrate advanced understanding appropriate for grade 12.
|
source_analysis
|
NCSS.9.12.3
|
12
|
Geography
|
NCSS Thematic Standards
|
Advanced
|
ncss_thematic
|
85
|
True
|
False
|
True
|
False
|
True
|
False
|
Global Connections
|
59
|
portfolio
|
True
|
False
|
True
|
|||
Analyze economic decisions and their impacts using grade 6 appropriate civics concepts and proficient reasoning.
|
Grade 6 Civics - Civic Participation
|
Students will engage with Civics content by analyze economic decisions and their impacts using grade 6 appropriate civics concepts and proficient reasoning.. Students will connect learning to current events and real-world applications. Assessment will demonstrate proficient understanding appropriate for grade 6.
|
economic_decision_making
|
CIV.6.CIVI.2
|
6
|
Civics
|
Civics Standards
|
Proficient
|
civics_domain
|
87
|
False
|
False
|
False
|
False
|
False
|
True
|
Civic Participation
|
Community Engagement
|
53
|
project
|
True
|
False
|
False
|
||
Explore history concepts appropriate for grade K using foundational level thinking and analysis.
|
Grade K History - Culture
|
Students will engage with History content by explore history concepts appropriate for grade k using foundational level thinking and analysis.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: Culture. Assessment will demonstrate foundational understanding appropriate for grade K.
|
question_formulation
|
NCSS.1.K.4
|
K
|
History
|
NCSS Thematic Standards
|
Foundational
|
ncss_thematic
|
89
|
True
|
False
|
True
|
False
|
True
|
False
|
Culture
|
45
|
presentation
|
True
|
True
|
True
|
|||
Explore geography concepts appropriate for grade 3 using developing level thinking and analysis.
|
Grade 3 Geography - People, Places, and Environments
|
Students will engage with Geography content by explore geography concepts appropriate for grade 3 using developing level thinking and analysis.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: People, Places, and Environments. Assessment will demonstrate developing understanding appropriate for grade 3.
|
question_formulation
|
NCSS.3.3.4
|
3
|
Geography
|
NCSS Thematic Standards
|
Developing
|
ncss_thematic
|
100
|
True
|
False
|
False
|
False
|
True
|
False
|
People, Places, and Environments
|
86
|
portfolio
|
True
|
False
|
True
|
|||
Design an inquiry investigation for grade 8 students to explore geography concepts with proficient level analysis.
|
Grade 8 Geography - Communicating Conclusions and Taking Informed Action
|
Students will engage with Geography content by design an inquiry investigation for grade 8 students to explore geography concepts with proficient level analysis.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. This supports C3 Framework dimension: Communicating Conclusions and Taking Informed Action. Assessment will demonstrate proficient understanding appropriate for grade 8.
|
inquiry_design
|
C3.4.8.3
|
8
|
Geography
|
C3 Framework
|
Proficient
|
c3_framework
|
99
|
True
|
False
|
False
|
True
|
False
|
False
|
Communicating Conclusions and Taking Informed Action
|
53
|
performance
|
True
|
False
|
True
|
|||
Conduct historical analysis of economics topics using grade 7 appropriate methods and proficient level reasoning.
|
Grade 7 Economics - Economic Systems
|
Students will engage with Economics content by conduct historical analysis of economics topics using grade 7 appropriate methods and proficient level reasoning.. Students will connect learning to current events and real-world applications. Assessment will demonstrate proficient understanding appropriate for grade 7.
|
historical_analysis
|
ECO.7.ECON.1
|
7
|
Economics
|
Economics Standards
|
Proficient
|
economics_domain
|
87
|
False
|
False
|
False
|
False
|
False
|
True
|
Economic Systems
|
Problem Solving
|
66
|
portfolio
|
True
|
True
|
True
|
||
Analyze primary and secondary sources related to civics topics appropriate for grade 6 with proficient thinking skills.
|
Grade 6 Civics - Individual Development and Identity
|
Students will engage with Civics content by analyze primary and secondary sources related to civics topics appropriate for grade 6 with proficient thinking skills.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: Individual Development and Identity. Assessment will demonstrate proficient understanding appropriate for grade 6.
|
source_analysis
|
NCSS.4.6.5
|
6
|
Civics
|
NCSS Thematic Standards
|
Proficient
|
ncss_thematic
|
85
|
True
|
False
|
False
|
False
|
True
|
False
|
Individual Development and Identity
|
80
|
portfolio
|
True
|
False
|
True
|
|||
Explore civics concepts appropriate for grade 8 using proficient level thinking and analysis.
|
Grade 8 Civics - Government Systems
|
Students will engage with Civics content by explore civics concepts appropriate for grade 8 using proficient level thinking and analysis.. Students will connect learning to current events and real-world applications. Assessment will demonstrate proficient understanding appropriate for grade 8.
|
civic_understanding
|
CIV.8.GOVE.2
|
8
|
Civics
|
Civics Standards
|
Proficient
|
civics_domain
|
91
|
False
|
False
|
False
|
False
|
False
|
True
|
Government Systems
|
Democratic Participation
|
71
|
portfolio
|
True
|
False
|
False
|
||
Explore economics concepts appropriate for grade 3 using developing level thinking and analysis.
|
Grade 3 Economics - Applying Disciplinary Concepts and Tools
|
Students will engage with Economics content by explore economics concepts appropriate for grade 3 using developing level thinking and analysis.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. This supports C3 Framework dimension: Applying Disciplinary Concepts and Tools. Assessment will demonstrate developing understanding appropriate for grade 3.
|
question_formulation
|
C3.2.3.1
|
3
|
Economics
|
C3 Framework
|
Developing
|
c3_framework
|
95
|
True
|
False
|
False
|
True
|
False
|
False
|
Applying Disciplinary Concepts and Tools
|
45
|
presentation
|
True
|
True
|
False
|
|||
Analyze primary and secondary sources related to geography topics appropriate for grade 5 with developing thinking skills.
|
Grade 5 Geography - Global Connections
|
Students will engage with Geography content by analyze primary and secondary sources related to geography topics appropriate for grade 5 with developing thinking skills.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: Global Connections. Assessment will demonstrate developing understanding appropriate for grade 5.
|
source_analysis
|
NCSS.9.5.3
|
5
|
Geography
|
NCSS Thematic Standards
|
Developing
|
ncss_thematic
|
91
|
True
|
False
|
True
|
False
|
True
|
False
|
Global Connections
|
72
|
performance
|
True
|
True
|
True
|
|||
Analyze primary and secondary sources related to geography topics appropriate for grade 2 with foundational thinking skills.
|
Grade 2 Geography - People, Places, and Environments
|
Students will engage with Geography content by analyze primary and secondary sources related to geography topics appropriate for grade 2 with foundational thinking skills.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: People, Places, and Environments. Assessment will demonstrate foundational understanding appropriate for grade 2.
|
source_analysis
|
NCSS.3.2.3
|
2
|
Geography
|
NCSS Thematic Standards
|
Foundational
|
ncss_thematic
|
89
|
True
|
False
|
False
|
False
|
True
|
False
|
People, Places, and Environments
|
51
|
portfolio
|
True
|
False
|
False
|
|||
Design an inquiry investigation for grade 9 students to explore geography concepts with advanced level analysis.
|
Grade 9 Geography - People, Places, and Environments
|
Students will engage with Geography content by design an inquiry investigation for grade 9 students to explore geography concepts with advanced level analysis.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: People, Places, and Environments. Assessment will demonstrate advanced understanding appropriate for grade 9.
|
inquiry_design
|
NCSS.3.9.3
|
9
|
Geography
|
NCSS Thematic Standards
|
Advanced
|
ncss_thematic
|
92
|
True
|
False
|
False
|
False
|
True
|
False
|
People, Places, and Environments
|
70
|
performance
|
True
|
False
|
True
|
|||
Conduct historical analysis of economics topics using grade 6 appropriate methods and proficient level reasoning.
|
Grade 6 Economics - Global Economics
|
Students will engage with Economics content by conduct historical analysis of economics topics using grade 6 appropriate methods and proficient level reasoning.. Students will connect learning to current events and real-world applications. Assessment will demonstrate proficient understanding appropriate for grade 6.
|
historical_analysis
|
ECO.6.GLOB.1
|
6
|
Economics
|
Economics Standards
|
Proficient
|
economics_domain
|
86
|
False
|
False
|
False
|
False
|
False
|
True
|
Global Economics
|
Problem Solving
|
55
|
performance
|
True
|
False
|
True
|
||
Analyze primary and secondary sources related to geography topics appropriate for grade 5 with developing thinking skills.
|
Grade 5 Geography - Global Connections
|
Students will engage with Geography content by analyze primary and secondary sources related to geography topics appropriate for grade 5 with developing thinking skills.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: Global Connections. Assessment will demonstrate developing understanding appropriate for grade 5.
|
source_analysis
|
NCSS.9.5.2
|
5
|
Geography
|
NCSS Thematic Standards
|
Developing
|
ncss_thematic
|
99
|
True
|
False
|
True
|
False
|
True
|
False
|
Global Connections
|
63
|
portfolio
|
True
|
False
|
False
|
|||
Explore economics concepts appropriate for grade 5 using developing level thinking and analysis.
|
Grade 5 Economics - Financial Literacy
|
Students will engage with Economics content by explore economics concepts appropriate for grade 5 using developing level thinking and analysis.. Students will connect learning to current events and real-world applications. Assessment will demonstrate developing understanding appropriate for grade 5.
|
civic_understanding
|
ECO.5.FINA.2
|
5
|
Economics
|
Economics Standards
|
Developing
|
economics_domain
|
97
|
False
|
False
|
False
|
False
|
False
|
True
|
Financial Literacy
|
Decision Making
|
52
|
presentation
|
True
|
False
|
True
|
||
Explore economics concepts appropriate for grade 10 using advanced level thinking and analysis.
|
Grade 10 Economics - Production, Distribution, and Consumption
|
Students will engage with Economics content by explore economics concepts appropriate for grade 10 using advanced level thinking and analysis.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: Production, Distribution, and Consumption. Assessment will demonstrate advanced understanding appropriate for grade 10.
|
question_formulation
|
NCSS.7.10.3
|
10
|
Economics
|
NCSS Thematic Standards
|
Advanced
|
ncss_thematic
|
95
|
True
|
False
|
False
|
False
|
True
|
False
|
Production, Distribution, and Consumption
|
87
|
performance
|
True
|
False
|
True
|
|||
Apply geographic reasoning to analyze economics patterns and relationships at grade 3 level with developing thinking.
|
Grade 3 Economics - Global Economics
|
Students will engage with Economics content by apply geographic reasoning to analyze economics patterns and relationships at grade 3 level with developing thinking.. Students will connect learning to current events and real-world applications. Assessment will demonstrate developing understanding appropriate for grade 3.
|
geographic_reasoning
|
ECO.3.GLOB.1
|
3
|
Economics
|
Economics Standards
|
Developing
|
economics_domain
|
82
|
False
|
False
|
False
|
False
|
False
|
True
|
Global Economics
|
Problem Solving
|
87
|
project
|
True
|
False
|
False
|
||
Conduct historical analysis of civics topics using grade 7 appropriate methods and proficient level reasoning.
|
Grade 7 Civics - Civic Participation
|
Students will engage with Civics content by conduct historical analysis of civics topics using grade 7 appropriate methods and proficient level reasoning.. Students will connect learning to current events and real-world applications. Assessment will demonstrate proficient understanding appropriate for grade 7.
|
historical_analysis
|
CIV.7.CIVI.1
|
7
|
Civics
|
Civics Standards
|
Proficient
|
civics_domain
|
92
|
False
|
False
|
False
|
False
|
False
|
True
|
Civic Participation
|
Constitutional Understanding
|
74
|
presentation
|
True
|
False
|
False
|
||
Explore civics concepts appropriate for grade 3 using developing level thinking and analysis.
|
Grade 3 Civics - Government Systems
|
Students will engage with Civics content by explore civics concepts appropriate for grade 3 using developing level thinking and analysis.. Students will connect learning to current events and real-world applications. Assessment will demonstrate developing understanding appropriate for grade 3.
|
civic_understanding
|
CIV.3.GOVE.1
|
3
|
Civics
|
Civics Standards
|
Developing
|
civics_domain
|
86
|
False
|
False
|
False
|
False
|
False
|
True
|
Government Systems
|
Community Engagement
|
47
|
portfolio
|
True
|
False
|
True
|
||
Analyze economic decisions and their impacts using grade 11 appropriate geography concepts and advanced reasoning.
|
Grade 11 Geography - Human Geography
|
Students will engage with Geography content by analyze economic decisions and their impacts using grade 11 appropriate geography concepts and advanced reasoning.. Students will connect learning to current events and real-world applications. Assessment will demonstrate advanced understanding appropriate for grade 11.
|
economic_decision_making
|
GEO.11.HUMA.1
|
11
|
Geography
|
Geography Standards
|
Advanced
|
geography_domain
|
88
|
False
|
False
|
False
|
False
|
False
|
True
|
Human Geography
|
Map Skills
|
90
|
presentation
|
True
|
False
|
True
|
||
Analyze primary and secondary sources related to economics topics appropriate for grade 5 with developing thinking skills.
|
Grade 5 Economics - Evaluating Sources and Using Evidence
|
Students will engage with Economics content by analyze primary and secondary sources related to economics topics appropriate for grade 5 with developing thinking skills.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. This supports C3 Framework dimension: Evaluating Sources and Using Evidence. Assessment will demonstrate developing understanding appropriate for grade 5.
|
source_analysis
|
C3.3.5.2
|
5
|
Economics
|
C3 Framework
|
Developing
|
c3_framework
|
99
|
True
|
False
|
False
|
True
|
False
|
False
|
Evaluating Sources and Using Evidence
|
66
|
project
|
True
|
True
|
True
|
|||
Apply geographic reasoning to analyze history patterns and relationships at grade 3 level with developing thinking.
|
Grade 3 History - U.S. History
|
Students will engage with History content by apply geographic reasoning to analyze history patterns and relationships at grade 3 level with developing thinking.. Students will connect learning to current events and real-world applications. Assessment will demonstrate developing understanding appropriate for grade 3.
|
geographic_reasoning
|
HIS.3.U.S..2
|
3
|
History
|
History Standards
|
Developing
|
history_domain
|
96
|
False
|
False
|
False
|
False
|
False
|
True
|
U.S. History
|
Research
|
50
|
performance
|
True
|
True
|
True
|
||
Explore economics concepts appropriate for grade 8 using proficient level thinking and analysis.
|
Grade 8 Economics - Economic Systems
|
Students will engage with Economics content by explore economics concepts appropriate for grade 8 using proficient level thinking and analysis.. Students will connect learning to current events and real-world applications. Assessment will demonstrate proficient understanding appropriate for grade 8.
|
civic_understanding
|
ECO.8.ECON.1
|
8
|
Economics
|
Economics Standards
|
Proficient
|
economics_domain
|
96
|
False
|
False
|
False
|
False
|
False
|
True
|
Economic Systems
|
Problem Solving
|
85
|
presentation
|
True
|
True
|
True
|
||
Apply geographic reasoning to analyze economics patterns and relationships at grade 3 level with developing thinking.
|
Grade 3 Economics - Economic Systems
|
Students will engage with Economics content by apply geographic reasoning to analyze economics patterns and relationships at grade 3 level with developing thinking.. Students will connect learning to current events and real-world applications. Assessment will demonstrate developing understanding appropriate for grade 3.
|
geographic_reasoning
|
ECO.3.ECON.1
|
3
|
Economics
|
Economics Standards
|
Developing
|
economics_domain
|
91
|
False
|
False
|
False
|
False
|
False
|
True
|
Economic Systems
|
Problem Solving
|
81
|
portfolio
|
True
|
True
|
True
|
||
Design an inquiry investigation for grade 1 students to explore history concepts with foundational level analysis.
|
Grade 1 History - Time, Continuity, and Change
|
Students will engage with History content by design an inquiry investigation for grade 1 students to explore history concepts with foundational level analysis.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: Time, Continuity, and Change. Assessment will demonstrate foundational understanding appropriate for grade 1.
|
inquiry_design
|
NCSS.2.1.1
|
1
|
History
|
NCSS Thematic Standards
|
Foundational
|
ncss_thematic
|
100
|
True
|
False
|
False
|
False
|
True
|
False
|
Time, Continuity, and Change
|
76
|
portfolio
|
True
|
True
|
False
|
|||
Evaluate evidence and construct arguments about civics issues using grade 10 appropriate reasoning and advanced analysis.
|
Grade 10 Civics - Individuals, Groups, and Institutions
|
Students will engage with Civics content by evaluate evidence and construct arguments about civics issues using grade 10 appropriate reasoning and advanced analysis.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: Individuals, Groups, and Institutions. Assessment will demonstrate advanced understanding appropriate for grade 10.
|
evidence_evaluation
|
NCSS.5.10.3
|
10
|
Civics
|
NCSS Thematic Standards
|
Advanced
|
ncss_thematic
|
92
|
True
|
False
|
False
|
False
|
True
|
False
|
Individuals, Groups, and Institutions
|
87
|
presentation
|
True
|
False
|
True
|
|||
Analyze primary and secondary sources related to civics topics appropriate for grade 8 with proficient thinking skills.
|
Grade 8 Civics - Civic Ideals and Practices
|
Students will engage with Civics content by analyze primary and secondary sources related to civics topics appropriate for grade 8 with proficient thinking skills.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. Students will develop civic engagement skills and understanding of democratic participation. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: Civic Ideals and Practices. Assessment will demonstrate proficient understanding appropriate for grade 8.
|
source_analysis
|
NCSS.10.8.5
|
8
|
Civics
|
NCSS Thematic Standards
|
Proficient
|
ncss_thematic
|
96
|
True
|
True
|
False
|
False
|
True
|
False
|
Civic Ideals and Practices
|
89
|
presentation
|
True
|
False
|
False
|
|||
Design an inquiry investigation for grade 8 students to explore geography concepts with proficient level analysis.
|
Grade 8 Geography - Global Connections
|
Students will engage with Geography content by design an inquiry investigation for grade 8 students to explore geography concepts with proficient level analysis.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: Global Connections. Assessment will demonstrate proficient understanding appropriate for grade 8.
|
inquiry_design
|
NCSS.9.8.5
|
8
|
Geography
|
NCSS Thematic Standards
|
Proficient
|
ncss_thematic
|
99
|
True
|
False
|
True
|
False
|
True
|
False
|
Global Connections
|
57
|
presentation
|
True
|
True
|
True
|
|||
Explore economics concepts appropriate for grade 2 using foundational level thinking and analysis.
|
Grade 2 Economics - Economic Systems
|
Students will engage with Economics content by explore economics concepts appropriate for grade 2 using foundational level thinking and analysis.. Students will connect learning to current events and real-world applications. Assessment will demonstrate foundational understanding appropriate for grade 2.
|
civic_understanding
|
ECO.2.ECON.3
|
2
|
Economics
|
Economics Standards
|
Foundational
|
economics_domain
|
86
|
False
|
False
|
False
|
False
|
False
|
True
|
Economic Systems
|
Data Analysis
|
77
|
project
|
True
|
False
|
False
|
||
Conduct historical analysis of economics topics using grade 12 appropriate methods and advanced level reasoning.
|
Grade 12 Economics - Global Economics
|
Students will engage with Economics content by conduct historical analysis of economics topics using grade 12 appropriate methods and advanced level reasoning.. Students will connect learning to current events and real-world applications. Assessment will demonstrate advanced understanding appropriate for grade 12.
|
historical_analysis
|
ECO.12.GLOB.2
|
12
|
Economics
|
Economics Standards
|
Advanced
|
economics_domain
|
92
|
False
|
False
|
False
|
False
|
False
|
True
|
Global Economics
|
Problem Solving
|
69
|
project
|
True
|
True
|
False
|
||
Analyze economic decisions and their impacts using grade 1 appropriate economics concepts and foundational reasoning.
|
Grade 1 Economics - Financial Literacy
|
Students will engage with Economics content by analyze economic decisions and their impacts using grade 1 appropriate economics concepts and foundational reasoning.. Students will connect learning to current events and real-world applications. Assessment will demonstrate foundational understanding appropriate for grade 1.
|
economic_decision_making
|
ECO.1.FINA.1
|
1
|
Economics
|
Economics Standards
|
Foundational
|
economics_domain
|
90
|
False
|
False
|
False
|
False
|
False
|
True
|
Financial Literacy
|
Data Analysis
|
64
|
project
|
True
|
True
|
False
|
||
Explore geography concepts appropriate for grade 11 using advanced level thinking and analysis.
|
Grade 11 Geography - Spatial Thinking
|
Students will engage with Geography content by explore geography concepts appropriate for grade 11 using advanced level thinking and analysis.. Students will connect learning to current events and real-world applications. Assessment will demonstrate advanced understanding appropriate for grade 11.
|
civic_understanding
|
GEO.11.SPAT.1
|
11
|
Geography
|
Geography Standards
|
Advanced
|
geography_domain
|
94
|
False
|
False
|
False
|
False
|
False
|
True
|
Spatial Thinking
|
Place and Region
|
82
|
performance
|
True
|
True
|
True
|
||
Analyze primary and secondary sources related to history topics appropriate for grade 8 with proficient thinking skills.
|
Grade 8 History - Time, Continuity, and Change
|
Students will engage with History content by analyze primary and secondary sources related to history topics appropriate for grade 8 with proficient thinking skills.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: Time, Continuity, and Change. Assessment will demonstrate proficient understanding appropriate for grade 8.
|
source_analysis
|
NCSS.2.8.3
|
8
|
History
|
NCSS Thematic Standards
|
Proficient
|
ncss_thematic
|
86
|
True
|
False
|
False
|
False
|
True
|
False
|
Time, Continuity, and Change
|
60
|
performance
|
True
|
False
|
False
|
|||
Apply geographic reasoning to analyze economics patterns and relationships at grade 9 level with advanced thinking.
|
Grade 9 Economics - Financial Literacy
|
Students will engage with Economics content by apply geographic reasoning to analyze economics patterns and relationships at grade 9 level with advanced thinking.. Students will connect learning to current events and real-world applications. Assessment will demonstrate advanced understanding appropriate for grade 9.
|
geographic_reasoning
|
ECO.9.FINA.2
|
9
|
Economics
|
Economics Standards
|
Advanced
|
economics_domain
|
82
|
False
|
False
|
False
|
False
|
False
|
True
|
Financial Literacy
|
Problem Solving
|
76
|
project
|
True
|
True
|
True
|
||
Analyze economic decisions and their impacts using grade 10 appropriate history concepts and advanced reasoning.
|
Grade 10 History - U.S. History
|
Students will engage with History content by analyze economic decisions and their impacts using grade 10 appropriate history concepts and advanced reasoning.. Students will connect learning to current events and real-world applications. Assessment will demonstrate advanced understanding appropriate for grade 10.
|
economic_decision_making
|
HIS.10.U.S..3
|
10
|
History
|
History Standards
|
Advanced
|
history_domain
|
91
|
False
|
False
|
False
|
False
|
False
|
True
|
U.S. History
|
Research
|
69
|
presentation
|
True
|
True
|
True
|
||
Conduct historical analysis of civics topics using grade K appropriate methods and foundational level reasoning.
|
Grade K Civics - Democratic Principles
|
Students will engage with Civics content by conduct historical analysis of civics topics using grade k appropriate methods and foundational level reasoning.. Students will connect learning to current events and real-world applications. Assessment will demonstrate foundational understanding appropriate for grade K.
|
historical_analysis
|
CIV.K.DEMO.1
|
K
|
Civics
|
Civics Standards
|
Foundational
|
civics_domain
|
82
|
False
|
False
|
False
|
False
|
False
|
True
|
Democratic Principles
|
Critical Thinking
|
65
|
portfolio
|
True
|
False
|
True
|
||
Apply geographic reasoning to analyze history patterns and relationships at grade 9 level with advanced thinking.
|
Grade 9 History - Local History
|
Students will engage with History content by apply geographic reasoning to analyze history patterns and relationships at grade 9 level with advanced thinking.. Students will connect learning to current events and real-world applications. Assessment will demonstrate advanced understanding appropriate for grade 9.
|
geographic_reasoning
|
HIS.9.LOCA.2
|
9
|
History
|
History Standards
|
Advanced
|
history_domain
|
91
|
False
|
False
|
False
|
False
|
False
|
True
|
Local History
|
Research
|
47
|
portfolio
|
True
|
True
|
True
|
||
Analyze primary and secondary sources related to civics topics appropriate for grade 8 with proficient thinking skills.
|
Grade 8 Civics - Power, Authority, and Governance
|
Students will engage with Civics content by analyze primary and secondary sources related to civics topics appropriate for grade 8 with proficient thinking skills.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. Students will develop civic engagement skills and understanding of democratic participation. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: Power, Authority, and Governance. Assessment will demonstrate proficient understanding appropriate for grade 8.
|
source_analysis
|
NCSS.6.8.1
|
8
|
Civics
|
NCSS Thematic Standards
|
Proficient
|
ncss_thematic
|
89
|
True
|
True
|
False
|
False
|
True
|
False
|
Power, Authority, and Governance
|
71
|
project
|
True
|
False
|
False
|
|||
Apply geographic reasoning to analyze civics patterns and relationships at grade 2 level with foundational thinking.
|
Grade 2 Civics - Citizen Rights and Responsibilities
|
Students will engage with Civics content by apply geographic reasoning to analyze civics patterns and relationships at grade 2 level with foundational thinking.. Students will connect learning to current events and real-world applications. Assessment will demonstrate foundational understanding appropriate for grade 2.
|
geographic_reasoning
|
CIV.2.CITI.1
|
2
|
Civics
|
Civics Standards
|
Foundational
|
civics_domain
|
92
|
False
|
False
|
False
|
False
|
False
|
True
|
Citizen Rights and Responsibilities
|
Constitutional Understanding
|
45
|
portfolio
|
True
|
False
|
False
|
||
Design an inquiry investigation for grade 3 students to explore history concepts with developing level analysis.
|
Grade 3 History - Time, Continuity, and Change
|
Students will engage with History content by design an inquiry investigation for grade 3 students to explore history concepts with developing level analysis.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: Time, Continuity, and Change. Assessment will demonstrate developing understanding appropriate for grade 3.
|
inquiry_design
|
NCSS.2.3.1
|
3
|
History
|
NCSS Thematic Standards
|
Developing
|
ncss_thematic
|
95
|
True
|
False
|
False
|
False
|
True
|
False
|
Time, Continuity, and Change
|
50
|
portfolio
|
True
|
True
|
False
|
|||
Explore geography concepts appropriate for grade 1 using foundational level thinking and analysis.
|
Grade 1 Geography - Applying Disciplinary Concepts and Tools
|
Students will engage with Geography content by explore geography concepts appropriate for grade 1 using foundational level thinking and analysis.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. This supports C3 Framework dimension: Applying Disciplinary Concepts and Tools. Assessment will demonstrate foundational understanding appropriate for grade 1.
|
question_formulation
|
C3.2.1.1
|
1
|
Geography
|
C3 Framework
|
Foundational
|
c3_framework
|
98
|
True
|
False
|
False
|
True
|
False
|
False
|
Applying Disciplinary Concepts and Tools
|
67
|
project
|
True
|
True
|
True
|
|||
Analyze primary and secondary sources related to history topics appropriate for grade 6 with proficient thinking skills.
|
Grade 6 History - Developing Questions and Planning Inquiries
|
Students will engage with History content by analyze primary and secondary sources related to history topics appropriate for grade 6 with proficient thinking skills.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. This supports C3 Framework dimension: Developing Questions and Planning Inquiries. Assessment will demonstrate proficient understanding appropriate for grade 6.
|
source_analysis
|
C3.1.6.1
|
6
|
History
|
C3 Framework
|
Proficient
|
c3_framework
|
100
|
True
|
False
|
False
|
True
|
False
|
False
|
Developing Questions and Planning Inquiries
|
55
|
project
|
True
|
True
|
True
|
|||
Analyze primary and secondary sources related to history topics appropriate for grade 4 with developing thinking skills.
|
Grade 4 History - Science, Technology, and Society
|
Students will engage with History content by analyze primary and secondary sources related to history topics appropriate for grade 4 with developing thinking skills.. This activity promotes inquiry-based learning through systematic investigation and evidence analysis. The learning experience incorporates diverse cultural perspectives and promotes cultural understanding. This aligns with NCSS theme: Science, Technology, and Society. Assessment will demonstrate developing understanding appropriate for grade 4.
|
source_analysis
|
NCSS.8.4.1
|
4
|
History
|
NCSS Thematic Standards
|
Developing
|
ncss_thematic
|
96
|
True
|
False
|
False
|
False
|
True
|
False
|
Science, Technology, and Society
|
82
|
performance
|
True
|
False
|
True
|
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