CH

AP

TE

R4.

AC

AD

EM

ICST

AN

DA

RD

SA

ND

ASSE

SSME

NT

GE

NE

RA

LP

RO

VISIO

NS

Sec.4.1.

Statutoryauthority.

4.2.Purpose.

4.3.D

efinitions.4.4.

General

policies.

AC

AD

EM

ICST

AN

DA

RD

SA

ND

PL

AN

NIN

G

4.11.Purpose

ofpublic

education.4.12.

Academ

icstandards.

4.13.Strategic

plans.

CU

RR

ICU

LU

MA

ND

INST

RU

CT

ION

4.20.Prekindergarten

education.4.21.

Elem

entaryeducation:

primary

andinterm

ediatelevels.

4.22.M

iddlelevel

education.4.23.

High

schooleducation.

4.24.H

ighschool

graduationrequirem

ents.4.25.

Languages.

4.26.E

SOL

.4.27.

Physicaleducation

andathletics.

4.28.Special

education.4.29.

HIV

/AID

Sand

otherlife-threatening

andcom

municable

diseases.

VO

CA

TIO

NA

L-T

EC

HN

ICA

LE

DU

CA

TIO

N

4.31.V

ocational-technicaleducation.

4.32.Standards

andreports.

4.33.A

dvisorycom

mittees.

4.34.Program

sand

equipment.

4.35.A

VT

Ss.SCH

ED

UL

ING

AN

DL

EA

RN

ING

OP

TIO

NS

4.41.Scheduling.

4.42.G

radestructure.

ASSE

SSME

NT

4.51.State

assessment

system.

4.51a.Pennsylvania

Systemof

SchoolAssessm

ent.4.51b.

Keystone

Exam

s.4.51c.

Project-basedassessm

ent.

Ch.

4A

CA

DE

MIC

STAN

DA

RD

SA

ND

ASSE

SSME

NT

S22

4-1(382415)

No.

503O

ct.16

4.51d.W

aivers.4.52.

Local

assessment

system.

SCH

OO

LP

RO

FIL

ES

4.61.School

profiles.

PR

OV

ISION

SR

EL

AT

ING

TO

OT

HE

RT

HA

NP

UB

LIC

SCH

OO

LS

4.71.C

ertificationby

principalof

nonpublicnonlicensed

school.4.72.

Credentials

otherthan

thehigh

schooldiplom

a.4.73.

Correspondence

schools.4.74.

Studentsin

specialsituations.

EN

FO

RC

EM

EN

TA

ND

IMP

LE

ME

NT

AT

ION

4.81.A

llegationsof

deficiencies.4.82.

Exceptions.

4.83.[R

eserved].

Authority

The

provisionsof

thisC

hapter4

issuedunder

thePublic

SchoolC

odeof

1949(24

P.S.§§1-101—

27-2702),unless

otherwise

noted.

Source

The

provisionsof

thisC

hapter4

adoptedJanuary

15,1999,

effectiveJanuary

16,1999,

29Pa.B

.399,

unlessotherw

isenoted.

Cross

References

This

chaptercited

in22

Pa.Code

§11.27

(relatingto

graduation);22

Pa.C

ode§

11.31(relating

tostudents

notenrolled

inpublic

schoolsdue

toprivate

tutoring);22

Pa.Code

§16.1

(relatingto

definitions);22

Pa.C

ode§

16.22(relating

togifted

multidisciplinary

evaluation);22

Pa.C

ode§

49.14(relating

toapproval

ofinstitutions);

22Pa.C

ode§

49.42(relating

toletter

ofeligibility);

22Pa.C

ode§

49.81(relating

togeneral);

22Pa.C

ode§

49.101(relating

togeneral);

22Pa.C

ode§

49.111(relating

toSupervisory

Certificate);

22Pa.C

ode§

49.121(relating

toA

dministrative

Cer-

tificate);22

Pa.Code

§49.141

(relatingto

general);and

22Pa.C

ode§

339.2(relating

tooperation).

GE

NE

RA

LP

RO

VISIO

NS

§4.1

.Statutory

authority.T

hestatutory

authorityfor

thischapter

isthe

SchoolC

ode.

§4.2

.P

urpose.T

hepurpose

ofthis

chapteris

toestablish

rigorousacadem

icstandards

andassessm

ents,applicable

onlyto

thepublic

schoolsin

thisC

omm

onwealth,

tofacilitate

theim

provement

ofstudent

achievement

andto

provideparents

andcom

munities

am

easureby

which

schoolperform

ancecan

bedeterm

ined.

22§

4.1STA

TE

BO

AR

DO

FE

DU

CA

TIO

NPt.

I

4-2(382416)

No.503

Oct.

16C

opyright�

2016C

omm

onwealth

ofP

ennsylvania

Authority

The

provisionsof

this§

4.2am

endedunder

sections121,2603-B

and2604-B

ofthe

PublicSchool

Code

of1949

(24P.S.

§§1-121,

26-2603-Band

26-2604-B).

SourceT

heprovisions

ofthis

§4.2

amended

February28,

2014,effective

March

1,2014,

44Pa.B

.1131.

Imm

ediatelypreceding

textappears

atserial

page(334860).

§4.3

.D

efinitions.T

hefollow

ingw

ordsand

terms,

when

usedin

thischapter,

havethe

following

meanings,

unlessthe

contextclearly

indicatesotherw

ise:A

VT

S—A

reavocational-technical

school—A

publicschool

thatprovides

vocational-technicaleducation

tosecondary

schoolstudents,

out-of-schoolyouth

andadults

ina

geographicalareacom

prisedand

operatedby

oneor

more

schooldistricts

andestablished

undersections

1840—1853

ofthe

SchoolC

ode(24

P.S.§§

18-1840—18-1853).

Academ

icstandard—

What

astudent

shouldknow

andbe

ableto

doat

aspecified

gradelevel.

Apprenticeship

program—

Acom

petency-basedprogram

thatcoordinatesand

integratesclassroom

instructionw

itha

structuredw

ork-basedem

ployment

experiencedesigned

forstudents.

Assessm

ent—A

validand

reliablem

easurement

ofstudent

performance

ona

setof

academic

standardsin

asubject

areathat

capturesstudent

understandingof

theset

asa

whole

andthe

centralconcepts,

knowledge

andskills

ofeach

contentarea.

Board—

The

StateB

oardof

Education

establishedunder

sections2601-B

—2606-B

ofthe

SchoolC

ode(24

P.S.§§

26-2601-B—

26-2606-B).

Chief

schooladm

inistrator—T

hesuperintendent

ofa

schooldistrict,

thesuperintendent

ofan

AV

TS

orthe

chiefexecutive

officerof

acharter

school.C

ooperativevocational-technical

education—A

plannedm

ethodof

instruc-tion

developedthrough

asigned

cooperativearrangem

entam

ongschool

repre-sentatives,

students,parents

andem

ployersin

thecom

munity

toprovide

stu-dents

with

anopportunity

toalternate

in-schoolacadem

icand

vocational-technical

instructionin

entry-levelpaid

employm

entin

anoccupational

field,in

which

thestudent’s

totaloccupational

work

experienceis

planned,coordi-

natedand

supervisedby

theschool

inclose

cooperationw

iththe

employer.

Curriculum

—A

seriesof

plannedinstruction

alignedw

iththe

academic

stan-dards

ineach

subjectthat

iscoordinated

andarticulated

andim

plemented

ina

manner

designedto

resultin

theachievem

entat

theproficient

levelby

allstu-

dents.D

epartment—

The

Departm

entof

Education

ofthe

Com

monw

ealth.E

SOL—

English

tospeakers

ofother

languages.E

mploym

entarea—

Ageographic

areaw

herevocational-technical

educationprogram

completers

arem

ostlikely

tobe

employed.

Individualsw

ithD

isabilitiesE

ducationA

ct—20

U.S.C

.A.

§§1400—

1482.

Ch.

4A

CA

DE

MIC

STAN

DA

RD

SA

ND

ASSE

SSME

NT

S22

§4.3

4-3(371071)

No.

474M

ay14

Intermediate

unit—A

regionaleducational

serviceagency

establishedunder

sections951—

974of

theSchool

Code

(24P.S.§§

9-951—9-974),w

hichpro-

videseducational

servicesto

participatingschool

districtsas

partof

thepublic

schoolsystem

ofthis

Com

monw

ealth.K

eystoneE

xams—

State-developedend-of-course

exams.

Designated

exams

will

beused

todeterm

ine,in

part,a

student’seligibility

forhigh

schoolgradu-

ation.L

ocalA

ssessment

ValidationA

dvisoryC

omm

ittee—A

nadvisory

comm

itteeestablished

bythe

Departm

entcom

posedof

upto

two

representativeseach

fromthe

Departm

entand

Board,

fourrepresentatives

fromthe

PennsylvaniaSchool

Boards

Association

andup

tofour

additionalm

embers

who

arejointly

selectedby

theC

omm

ittee.T

hepurpose

ofthe

Com

mittee

isto

developthe

criteriafor

thelocal

validationprocess

andcriteria

forselection

ofapproved

validationentities.

NO

CT

I—N

ationalO

ccupationalC

ompetency

TestingInstitute.

PSSA

—Pennsylvania

Systemof

SchoolAssessm

ent.P

arentor

guardian—A

personlegally

responsiblefor

astudent’s

care.P

ennsylvaniaC

oreStandards—

Academ

icstandards

forE

nglishlanguage

artsand

mathem

aticsbased

upona

Nationw

ide,state-led

processcoordinated

bythe

National

Governors

Association

andthe

Council

ofC

hiefState

SchoolO

fficersand

incollaboration

with

teachers,contentexperts

andother

educationstakeholders.

The

standardsdefine

theknow

ledgeand

skillsstudents

shouldhave

within

theirK

-12education

careersso

thatthey

will

graduatehigh

schoolable

tosucceed

inentry-level,

credit-bearingacadem

iccollege

coursesand

inw

ork-forcetraining

programs.

Perform

anceL

evelAdvisory

Com

mittee—

An

advisorycom

mittee

establishedby

theD

epartment

toassist

theD

epartment

indeveloping

Keystone

Exam

per-form

ancelevel

descriptorsand

performance

levelcut

scores.T

heC

omm

itteeincludes

teachers,principals,

schooladm

inistrators,school

boardm

embers,

highereducation

officials,representatives

ofthe

United

StatesA

rmed

Forces,em

ployersand

othersw

ithat

least1/2

ofits

mem

bersselected

fromnom

ina-tions

made

byStatew

ideteachers’

unionsand

othereducation

stakeholderorga-

nizations.P

lannedinstruction—

Instructionoffered

bya

schoolentity

basedupon

aw

rittenplan

toenable

studentsto

achievethe

academic

standardsunder

§4.12

(relatingto

academic

standards)and

anyadditional

academic

standardsas

determined

bythe

schoolentity.

Prekindergarten—

Aprogram

operatedby

aschool

districtor

bya

comm

u-nity

agencyunder

contractfrom

aschool

districtthat

isopen

tochildren

who

areat

least3

yearsof

ageand

completed

priorto

theschool

district’sentry

agefor

kindergarten.School

Code—

The

PublicSchool

Code

of1949

(24P.S.

§§1-101—

27-2702).

22§

4.3STA

TE

BO

AR

DO

FE

DU

CA

TIO

NPt.

I

4-4(371072)

No.474

May

14C

opyright�

2014C

omm

onwealth

ofP

ennsylvania

Schoolentity—

Alocal

publiceducation

provider(for

example,public

schooldistrict,

charterschool,

cybercharter

school,AV

TS

orinterm

ediateunit).

Schoolorganization—

The

organizationof

aschool

district’sprogram

sinto

kindergarten,prim

ary,interm

ediatelevel,

middle

leveland

highschool

pro-gram

s,including

programs

operatedatA

VT

Ss.Secretary—

The

Secretaryof

Education

ofthe

Com

monw

ealth.State

assessment—

Avalid

andreliable

measurem

entof

studentperform

anceon

aset

ofacadem

icstandards

asm

easuredby

thePennsylvania

Systemof

SchoolAssessm

entor

theK

eystoneE

xams.

StateA

ssessment

ValidationA

dvisoryC

omm

ittee—A

nadvisory

comm

itteeestablished

bythe

Departm

entto

adviseit

onits

plansto

conducta

validitystudy

ofthe

Keystone

Exam

sand

reviewand

providefeedback

onstudy

find-ings.

The

Com

mittee

iscom

posedof

upto

two

representativeseach

fromthe

Departm

ent,B

oard,Pennsylvania

StateE

ducationA

ssociation,Am

ericanFed-

erationof

Teachers-Pennsylvaniaand

upto

fouradditional

mem

bersw

hoare

jointlyselected

bythe

Com

mittee.

Tech-prepprogram

—A

combined

secondaryand

postsecondaryprogram

which

leadsto

anassociate

degreeor

certificateand

employm

entby

providingtechnical

preparationin

engineeringtechnology,

appliedscience,

mechanical,

industrialor

practicalart

ortrade,

agriculture,health

orbusiness,

includingdevelopm

entof

competence

inm

athematics,

scienceand

comm

unicationsthrough

asequential

courseof

study.Vocational-technical

education—P

rograms

underpublic

supervisionand

controlwhich

providean

organizedprocess

oflearning

experiencesdesigned

todevelop

integratedacadem

icand

occupationalskills,

knowledge,

attitudes,w

orkhabits

andleadership

abilityfor

entryinto

andadvancem

entw

ithinvari-

ouslevels

ofem

ployment

inoccupational

areasof

agriculture,business,

mar-

ketingand

distribution,health,home

economics

andtrade

andindustry

andfor

participationin

postsecondaryeducation

andtraining.

Authority

The

provisionsof

this§

4.3am

endedunder

thePublic

SchoolC

odeof

1949(24

P.S.§§1-101—

27-2702).

Source

The

provisionsof

this§

4.3am

endedD

ecember

15,2006,

effectiveD

ecember

16,2006,

36Pa.B

.7542;

amended

February15,

2008,effective

February16,

2008,38

Pa.B.

872;am

endedJanuary

8,2010,

effectiveJanuary

9,2010,

40Pa.B

.240;

amended

October

15,2010,

effectiveO

ctober16,

2010,40

Pa.B.

5903;corrected

April

6,2012,

effectiveJanuary

1,2011,

42Pa.B

.1859;

amended

February28,

2014,effective

March

1,2014,

44Pa.B

.1131.

Imm

ediatelypreceding

textappears

atserial

pages(360679)

to(360681).

Cross

References

This

sectioncited

in22

Pa.Code

§4.23

(relatingto

highschool

education);22

Pa.Code

§4.28

(relatingto

specialeducation);

22P

a.Code

§338.2

(relatingto

definitions);and

22P

a.Code

§339.1a

(relatingto

definitions).

Ch.

4A

CA

DE

MIC

STAN

DA

RD

SA

ND

ASSE

SSME

NT

S22

§4.3

4-5(371073)

No.

474M

ay14

§4.4

.G

eneralpolicies.

(a)It

isthe

policyof

theB

oardthat

thelocal

curriculumbe

designedby

schoolentities

toachieve

theacadem

icstandards

under§

4.12(relating

toaca-

demic

standards)and

anyadditional

academic

standardsas

determined

bythe

schoolentity.

(b)It

isthe

policyof

theB

oardthat

localschool

entitieshave

thegreatest

possibleflexibility

incurriculum

planningconsistent

with

providingquality

edu-cation

andin

compliance

with

theS

choolC

ode,including

requirements

forcourses

tobe

taught(24

P.S.§§

15-1501and

16-1605);subjects

tobe

taughtin

theE

nglishlanguage

(24P.S.

§15-1511);

coursesadapted

tothe

age,develop-

ment

andneeds

ofthe

pupils(24

P.S.§

15-1512);m

inimum

schoolyear

of180

daysand

minim

umof

900hours

ofinstruction

atthe

elementary

leveland

990hours

ofinstruction

atthe

secondarylevel

(24P.S.

§§15-1501

and15-1504);

employm

entof

sufficientnum

bersof

qualifiedprofessional

employees

(24P.S.

§11-1106)

andsuperintendents

toenforce

thecurriculum

requirements

ofState

law(24

P.S.§

10-1005);and

thispart.

(c)A

ccessto

educationalprogram

sshall

beprovided

without

discrimination

onthe

basisof

astudent’s

race,sex,

color,religion,

disability,sexual

orientationor

nationalorigin.

(d)School

entitiesshall

adoptpolicies

toassure

thatparents

orguardians

havethe

following:

(1)A

ccessto

information

aboutthe

curriculum,

includingacadem

icstan-

dardsto

beachieved,

instructionalm

aterialsand

assessment

techniques.(2)

Aprocess

forthe

reviewof

instructionalm

aterials.(3)

The

rightto

havetheir

childrenexcused

fromspecific

instructionthat

conflictsw

iththeir

religiousbeliefs,

uponreceipt

bythe

schoolentity

ofa

written

requestfrom

theparent

orguardians.

(4)T

heright

toreview

aState

assessment

inthe

schoolentity

duringcon-

venienthours

forparents

andguardians,

atleast

2w

eeksprior

totheir

admin-

istration,to

determine

whether

aState

assessment

conflictsw

iththeir

religiousbelief.

Toprotect

thevalidity

andintegrity

ofthe

Stateassessm

ents,each

schoolentity

shallhave

inplace

proceduresto

befollow

edw

henparents

orguardians

requestto

viewany

Stateassessm

ent.Procedures

must

beconsistent

with

guidanceprovided

bythe

Departm

entin

itsassessm

entadm

inistrationinstructions.

Ifupon

inspectionof

aState

assessment

parentsor

guardiansfind

theassessm

entto

bein

conflictw

iththeir

religiousbelief

andw

ishtheir

stu-dents

tobe

excusedfrom

theassessm

ent,the

rightof

theparents

orguardians

will

notbe

deniedupon

written

requestthat

statesthe

objectionto

theappli-

cableschool

districtsuperintendent,

charterschool

chiefexecutive

officeror

AV

TS

director.(5)

The

rightto

havetheir

childrenexcluded

fromresearch

studiesor

sur-veys

conductedby

entitiesother

thana

schoolentity

unlessprior

written

con-sent

hasbeen

obtained.(e)

The

Departm

entw

illprovide

supportto

schooldistricts,A

VT

Ssand

char-ter

schools,including

cybercharter

schools,in

developingeducational

programs

thatenable

studentsto

attainacadem

icstandards

under§

4.12.D

epartment

sup-port

will

include:

22§

4.4STA

TE

BO

AR

DO

FE

DU

CA

TIO

NPt.

I

4-6(371074)

No.474

May

14C

opyright�

2014C

omm

onwealth

ofP

ennsylvania

(1)E

stablishment

ofa

voluntarym

odelcurriculum

anddiagnostic

supportsaligned

with

Stateacadem

icstandards

ineach

ofthe

contentareas

assessedby

theK

eystoneE

xams

under§

4.51b(i)and

(j)(relating

toK

eystoneE

xams).

(2)A

ssistancein

thedevelopm

entof

effectivestudent

tutoring,rem

edia-tion

andextended

instructionaltim

eprogram

s.(3)

Opportunities

forcontinuing

professionaleducation

designedto

improve

instructionin

eachof

thecontent

areasassessed

bythe

Keystone

Exam

sunder

§4.51b(i)

and(j).

(4)Technical

guidancein

developinglocal

assessments

thatm

eetthe

requirements

of§

4.24(c)(1)(iii)(B)

(relatingto

highschoolgraduation

require-m

ents),upon

request.(f)

The

Departm

entm

aynot,

andthe

Board

will

not,require

schoolentities

toutilize

aStatew

idecurriculum

orStatew

idereading

lists.

Authority

The

provisionsof

this§

4.4am

endedunder

sections121,2603-B

and2604-B

ofthe

PublicSchool

Code

of1949

(24P.S.

§§1-121,

26-2603-Band

26-2604-B).

SourceT

heprovisions

ofthis

§4.4

amended

February15,

2008,effective

February16,

2008,38

Pa.B.

872;am

endedJanuary

8,2010,effectiveJanuary

9,2010,40Pa.B

.240;am

endedFebruary

28,2014,effective

March

1,2014,

44Pa.B

.1131.

Imm

ediatelypreceding

textappears

atserial

pages(360681)

to(360682)

and(343091).

Cross

Refenences

This

sectioncited

in22

Pa.Code

§4.24

(relatingto

highschool

graduationrequirem

ents);22

Pa.Code

§4.51c

(relatingto

project-basedassessm

ent);and

22Pa.C

ode§

11.7(relating

toreligious

objections).

AC

AD

EM

ICST

AN

DA

RD

SA

ND

PL

AN

NIN

G

§4.11

.P

urposeof

publiceducation.

(a)T

hissection

and§

4.12(relating

toacadem

icstandards)

describethe

pur-pose

ofpublic

educationand

itsrelationship

with

theacadem

icstandards.

(b)Public

educationprepares

studentsfor

adultlife

byattending

totheir

intellectualand

developmental

needsand

challengingthem

toachieve

attheir

highestlevel

possible.In

conjunctionw

ithfam

iliesand

othercom

munity

institu-tions,

publiceducation

preparesstudents

tobecom

eself-directed,

life-longlearn-

ersand

responsible,involved

citizens.(c)

Togetherw

ithparents,fam

iliesand

comm

unityinstitutions,public

educa-tion

providesopportunities

forstudents

to:(1)

Acquire

knowledge

andskills.

(2)D

evelopintegrity.

(3)Process

information.

(4)T

hinkcritically.

(5)W

orkindependently.

(6)C

ollaboratew

ithothers.

(7)A

daptto

change.(d)

The

academic

standardsdescribe

theknow

ledgeand

skillsthat

studentsw

illbe

expectedto

demonstrate

beforegraduating

froma

publicschool.

Ch.

4A

CA

DE

MIC

STAN

DA

RD

SA

ND

ASSE

SSME

NT

S22

§4.11

4-7(371075)

No.

474M

ay14

(e)A

chievementof

highacadem

icstandards

inpublic

educationis

dependentupon

thequality

ofinstruction

inschools

andstudent

effortsupported

bythe

involvement

offam

ilyand

comm

unity.(f)

Assessm

entin

publiceducation

isdesigned

todeterm

inestudent

attain-m

entof

Stateand

localacadem

icstandards.

(g)Public

schoolsprovide

instructionthroughout

thecurriculum

sothat

stu-dents

may

developknow

ledgeand

skillsin

thefollow

ingareas:

(1)E

nglishlanguage

arts.(2)

Mathem

atics.(3)

Scienceand

technology.(4)

Environm

entand

ecology.(5)

Socialstudies

(civicsand

government,

geography,econom

icsand

his-tory).

(6)A

rtsand

humanities.

(7)C

areereducation

andw

ork.(8)

Health,

safetyand

physicaleducation.

(9)Fam

ilyand

consumer

science.(h)

Publiceducation

providesplanned

instructionto

enablestudents

toattain

academic

standardsunder

§4.12.

Plannedinstruction

consistsof

atleast

thefol-

lowing

elements:

(1)O

bjectivesof

aplanned

course,instructional

unitor

interdisciplinarystudies

tobe

achievedby

allstudents.

(2)C

ontent,including

materials

andactivities,

andestim

atedinstructional

time

tobe

devotedto

achievingthe

academic

standards.C

ourses,instructional

unitsor

interdisciplinarystudies

ofvarying

lengthsof

time

may

betaught.

(3)T

herelationship

between

theobjectives

ofa

plannedcourse,

instruc-tional

unitor

interdisciplinarystudies

andacadem

icstandards

specifiedunder

§4.12

andany

additionalacadem

icstandards

asdeterm

inedby

theschool

entity.(4)

Proceduresfor

measurem

entof

theobjectives

ofa

plannedcourse,

instructionalunit

orinterdisciplinary

studies.

Authority

The

provisionsof

this§

4.11am

endedunder

thePublic

SchoolCode

of1949

(24P.S.§§

1-101—27-2702).

SourceT

heprovisions

ofthis

§4.11

amended

February15,

2008,effective

February16,

2008,38

Pa.B.

872;am

endedO

ctober15,

2010,effective

October

16,2010,

40Pa.B

.5903;

amended

February28,

2014,effective

March

1,2014,

44Pa.B

.1131.

Imm

ediatelypreceding

textappears

atserial

pages(353091)

to(353092).

§4.12

.A

cademic

standards.(a)

Schoolentities

may

develop,expand

orim

proveexisting

academic

stan-dards

inthe

following

contentareas:

(1)Science

andtechnology.

Studyof

thenatural

world

andfacts,

prin-ciples,

theoriesand

laws

inthe

areasof

biology,chem

istry,physics

andearth

sciences.Technology

isthe

applicationof

scienceto

enablesocietal

develop-m

ent,includingfood

andfiber

production,manufacturing,building,transporta-

tionand

comm

unication.Science

andtechnology

sharethe

useof

thesenses,

scienceprocesses,

inquiry,investigation,

analysisand

problemsolving

strate-

22§

4.12STA

TE

BO

AR

DO

FE

DU

CA

TIO

NPt.

I

4-8(371076)

No.474

May

14C

opyright�

2014C

omm

onwealth

ofP

ennsylvania

gies.The

PennsylvaniaC

oreStandards

forR

eadingin

Scienceand

Technologyand

thePennsylvania

Core

Standardsfor

Writing

inScience

andTechnology

will

bean

appendixto

theC

omm

onwealth’s

academic

standardsfor

Scienceand

Technologyupon

publicationin

theP

ennsylvaniaB

ulletin.(2)

Environm

entand

ecology.Understanding

thecom

ponentsof

ecologicalsystem

sand

theirinterrelationships

with

socialsystem

sand

technologies.T

hesecom

ponentsincorporate

thedisciplines

ofresource

managem

ent,agricul-tural

diversity,governm

entand

theim

pactof

human

actionson

naturalsys-

tems.

This

interactionleads

tothe

studyof

watersheds,

threatenedand

endan-gered

species,pest

managem

entand

thedevelopm

entof

laws

andregulations.

(3)Social

studies.(i)

History.

Studyof

therecord

ofhum

anexperience

includingim

por-tant

events;interactions

ofculture,

raceand

ideas;the

natureof

prejudice;change

andcontinuity

inpolitical

systems;

effectsof

technology;im

portanceof

global-internationalperspectives;

andthe

integrationof

geography,eco-

nomics

andcivics

studieson

major

developments

inthe

historyof

theC

om-

monw

ealth,the

United

Statesand

thew

orld.(ii)

Geography.

Studyof

relationshipsam

ongpeople,

placesand

envi-ronm

ents,of

geographictools

andm

ethods,characteristics

ofplace,

conceptof

regionand

physicalprocesses.

(iii)C

ivicsand

government.

Study

ofU

nitedS

tatesconstitutional

democracy,

itsvalues

andprinciples,

studyof

theC

onstitutionof

theC

om-

monw

ealthand

government

includingthe

studyof

principles,operationsand

documents

ofgovernm

ent,the

rightsand

responsibilitiesof

citizenship,how

governments

work

andinternational

relations.(iv)

Econom

ics.Study

ofhow

individualsand

societieschoose

touse

resourcesto

produce,distributeand

consume

goodsand

services.Know

ledgeof

howeconom

iesw

ork,econom

icreasoning

andbasic

economic

concepts,econom

icdecision

making,

economic

systems,

theC

omm

onwealth

andthe

United

Stateseconom

yand

internationaltrade.

(v)A

ppendix.T

hePennsylvania

Core

Standardsfor

Reading

inH

istoryand

SocialStudies

andthe

PennsylvaniaC

oreStandards

inW

ritingfor

His-

toryand

SocialStudies

will

bean

appendixto

theC

omm

onwealth’s

aca-dem

icstandards

forH

istoryupon

publicationin

theP

ennsylvaniaB

ulletin.(4)

Arts

andhum

anities.Study

ofdance,

theatre,m

usic,visual

arts,lan-

guageand

literatureincluding

forms

ofexpression,

historicaland

culturalcon-

text,critical

andaesthetic

judgment

andproduction,

performance

orexhibition

ofw

ork.(5)

Career

educationand

work.

Understanding

careeroptions

inrelation-

shipto

individualinterests,

aptitudesand

skillsincluding

therelationship

between

changesin

society,technology,

government

andeconom

yand

theireffect

onindividuals

andcareers.

Developm

entof

knowledge

andskill

injob-

seekingand

job-retainingskills

and,for

studentscom

pletingvocational-

technicalprogram

s,the

skillsto

succeedin

theoccupation

forw

hichthey

areprepared.

(6)H

ealth,safety

andphysical

education.Study

ofconcepts

andskills

which

affectpersonal,

family

andcom

munity

healthand

safety,nutrition,

physicalfitness,

movem

entconcepts

andstrategies,

safetyin

physicalactivity

settings,and

leadershipand

cooperationin

physicalactivities.

Ch.

4A

CA

DE

MIC

STAN

DA

RD

SA

ND

ASSE

SSME

NT

S22

§4.12

4-9(371077)

No.

474M

ay14

(7)F

amily

andconsum

erscience.

Understanding

therole

ofconsum

ersas

afoundation

form

anagingavailable

resourcesto

providefor

personaland

family

needsand

toprovide

basicknow

ledgeof

childhealth

andchild

careskills.

(8)T

hroughJune

30,2013:

Reading,

writing,

speakingand

listening.(i)

Reading.T

heapplication

ofphonem

icaw

areness,phonicsand

word

study,vocabulary,

fluencyand

textcom

prehensionin

readingcritically

acrosssubject

areas;the

interpretationand

analysisof

literaryexpression

with

analysisof

theorigins

andstructures

ofthe

English

languageand

learn-ing

howto

searcha

varietyof

textsto

conductresearch.

(ii)W

riting.N

arrative,inform

ationaland

persuasiveform

alw

ritingfor

anaudience,

includingspelling

andediting

skills;and

informal

writing

tocapture

andorganize

information

forindividual

use.(iii)

Speakingand

listening.Participation

inconversation

andform

alspeaking

presentations.(iv)

English

Language

Arts.

Upon

publicationin

theP

ennsylvaniaB

ul-letin,

following

fullim

plementation

ofa

transitionplan

tobe

developedby

theD

epartment

incollaboration

with

educationstakeholders,

academic

stan-dards

will

bebased

onthe

PennsylvaniaC

oreStandards

forE

nglishL

an-guage

Arts.

(9)M

athematics.T

heunderstanding

offundam

entalideasand

thedevelop-

ment

ofproficient

mathem

aticalskills

innum

bers,com

putation,m

easurement,

statisticsand

dataanalysis,

probabilityand

predictions,algebra

andfunctions,

geometry,

trigonometry

andconcepts

ofcalculus.

Using

thiscontent,

studentsw

illlearnto

think,reasonand

comm

unicatem

athematically.Students

willlearn

tom

odelreal-w

orldsituations

bycreating

appropriaterepresentations

ofnum

ericalquantities

andplan

andim

plement

problem-solving

strategiesto

answer

thequestion

inthe

contextof

thesituation.

Upon

publicationin

theP

ennsylvaniaB

ulletin,follow

ingim

plementation

ofa

transitionplan

tobe

developedby

theD

epartment

incollaboration

with

educationstakeholders,

academic

standardsw

illbe

basedon

thePennsylvania

Core

Standardsfor

Mathem

atics.(b)

Indesigning

educationalprogram

s,school

entitiesshall

providefor

theattainm

entof

theacadem

icstandards

undersubsections

(a)and

(c)and

anyaddi-

tionalacadem

icstandards

asdeterm

inedby

theschool

entity.Attaining

theaca-

demic

standardsin

thissection

requiresstudents

todem

onstratethe

acquisitionand

applicationof

knowledge.

(c)School

entitiesshall

preparestudents

toattain

academic

standardsin

mathem

aticsand

English

Language

Arts

inA

ppendixA

-2and

incorporatedhere

byreference

andadditional

standardsas

may

beadopted

bythe

Board

andpro-

mulgated

asam

endments

tothis

chapter.(d)

Aschool

entity’scurriculum

shallbe

designedto

providestudents

with

plannedinstruction

neededto

attainthese

academic

standards.(e)

Schoolentities

shallapply

academic

standardsfor

studentsin

allareas

describedunder

subsections(a)

and(c).

The

localassessm

entplan

under§

4.52(relating

tolocal

assessment

system)

must

includea

descriptionof

howthe

aca-dem

icstandards

will

bem

easuredand

howinform

ationfrom

theassessm

entsis

usedto

assiststudents

havingdifficulty

meeting

theacadem

icstandards.

22§

4.12STA

TE

BO

AR

DO

FE

DU

CA

TIO

NPt.

I

4-10(371078)

No.474

May

14C

opyright�

2014C

omm

onwealth

ofP

ennsylvania

(f)School

entitiesshall

assessthe

attainment

ofacadem

icstandards

devel-oped

undersubsections

(a)and

(c)and

anyother

academic

standardsthat

theydevelop

under§

4.52(c)for

purposesof

highschool

graduationand

strategiesfor

assistingstudents

toattain

them.

Plansfor

assessment

developedby

schoolenti-

tiesm

usttakeinto

accountthatacademic

standardsin

subsections(a)

and(c)

may

beattained

bystudents

invarious

ways

andshall

beassessed

invarious

ways.

Children

with

disabilitiesm

ayattain

theacadem

icstandards

bycom

pletionof

theirindividualized

educationprogram

sunder

theIndividuals

with

Disabilities

Education

Act

andthis

part.(g)

Inplanning

anyrevision

ofthe

academic

standardsin

subsection(a)

con-tent

areas,the

Secretaryw

illconsult

with

educators,business

andcom

munity

leadersand

parents.(h)

School

entitiesare

responsibleunder

subsections(a),

(c)and

(f)for

assessingindividual

studentattainm

entof

academic

standardsand

forassisting

thosestudents

havingdifficulty

attainingthem

.U

ponrequest

bya

schoolentity,

theD

epartment

will

providethe

requestorw

ithtechnical

assistancein

thedevel-

opment

ofacadem

icstandards

andassessm

entsthat

aresufficient

toassure

thatstudents

arem

akingprogress

toward

theattainm

entofstandards

requiredfor

highschool

graduationunder

subsection(f).

(i)E

very3

years,the

Board

will

reviewthe

Stateacadem

icstandards

andState

assessments

underthis

sectionto

determine

ifthey

areappropriate,

clear,specific

andchallenging,

andw

illm

akerevisions

asnecessary

byrevising

thischapter.

(j)T

heD

epartment

may

notexpand

thecollection

ofstudent

dataand,

inaccordance

with

section444

ofthe

Family

Educational

Rights

andPrivacy

Act

of1974

(20U

.S.C.A

.§

1232g),regarding

family

educationaland

privacyrights,

may

notcollect

personalfam

ilydata

dueto

theim

plementation

ofPennsylvania

Core

Standardsin

Appendix

A-2.

Authority

The

provisionsof

this§

4.12am

endedunder

thePublic

SchoolCode

of1949

(24P.S.§§

1-101—27-2702).

SourceT

heprovisions

ofthis

§4.12

amended

February15,

2008,effective

February16,

2008,38

Pa.B.

872;am

endedO

ctober15,

2010,effective

October

16,2010,

40Pa.B

.5903;

amended

February28,

2014,effective

March

1,2014,

44Pa.B

.1131.

Imm

ediatelypreceding

textappears

atserial

pages(353092)

to(353096).

Cross

References

This

sectioncited

in22

Pa.Code

§4.3

(relatingto

definitions);22

Pa.Code

§4.4

(relatingto

generalpolicies);

22Pa.C

ode§

4.11(relating

topurpose

ofpublic

education);22

Pa.Code

§4.26

(relatingto

ESO

L);

22Pa.C

ode§

4.31(relating

tovocational-technical

education);22

Pa.Code

§4.51

(relatingto

Stateassessm

entsystem

);22

Pa.Code

§4.51a

(relatingto

PennsylvaniaSystem

ofSchool

Assessm

ent);22

Pa.Code

§4.52

(relatingto

localassessm

entsystem

);and

22Pa.C

ode§

4.82(relating

toexceptions).

§4.13

.Strategic

plans.(a)

Upon

expirationof

itscurrent

strategicplanning

phase,eachschool

entityshall

submit

tothe

Secretaryfor

approvala

professionaleducation

planevery

3years

asrequired

under§

49.17(a)(relating

tocontinuing

professionaleduca-

tion).A

schoolentity

shallm

akeits

professionaleducation

planavailable

forpublic

inspectionand

comm

entfor

am

inimum

of28

daysprior

toapproval

ofthe

planby

theschool

entity’sgoverning

boardand

submission

ofthe

planto

theSecretary.

Ch.

4A

CA

DE

MIC

STAN

DA

RD

SA

ND

ASSE

SSME

NT

S22

§4.13

4-11(382417)

No.

503O

ct.16

(b)U

ponexpiration

ofits

currentstrategic

planningphase,each

schoolentity

shallsubm

itto

theD

epartment

forapproval

aninduction

planevery

6years

asrequired

under§

49.16(a)(relating

toapproval

ofinduction

plans).A

schoolentity

shallm

akeits

inductionplan

availablefor

publicinspection

andcom

ment

fora

minim

umof

28days

priorto

approvalof

theplan

bythe

schoolentity’s

governingboard

andsubm

issionof

theplan

tothe

Departm

ent.(c)

Upon

expirationof

itscurrent

strategicplanning

phase,eachschool

entityshall

developand

implem

enta

comprehensive

andintegrated

K-12

programof

studentservices

basedon

theneeds

ofits

studentsevery

6years

asprovided

in§

12.41(a)(relating

tostudent

services).A

schoolentity

shallm

akeits

studentservices

planavailable

forpublic

inspectionand

comm

entfor

am

inimum

of28

daysprior

toapproval

ofthe

planby

theschool

entity’sgoverning

board.(d)

Upon

expirationof

itscurrent

strategicplanning

phase,each

schooldis-

trictshall

develop,subm

itto

theD

epartment

forapproval

andim

plement

aspe-

cialeducation

planevery

3years

asrequired

under§

14.104(relating

tospecial

educationplans).A

schooldistrict

shallm

akeits

specialeducation

planavailable

forpublic

inspectionand

comm

entfor

am

inimum

of28

daysprior

toapproval

ofthe

planby

theschool

district’sboard

ofdirectors

andsubm

issionof

theplan

tothe

Departm

ent.(e)

Upon

expirationof

itscurrent

strategicplanning

phase,each

schooldis-

trictshall

developand

implem

enta

giftededucation

planevery

6years

asrequired

under§

16.4(relating

tostrategic

plans).Aschool

districtshall

make

itsgifted

educationplan

availablefor

publicinspection

andcom

mentfor

am

inimum

of28

daysprior

toapproval

ofthe

planby

theschool

district’sboard

ofdirec-

tors.

Authority

The

provisionsof

this§

4.13am

endedunder

sections121,

2603-Band

2604-Bof

thePublic

SchoolC

odeof

1949(24

P.S.§§

1-121,26-2603-B

and26-2604-B

).

Source

The

provisionsof

this§

4.13am

endedD

ecember

15,2006,effectiveD

ecember

16,2006,36Pa.B

.7542;

amended

February15,

2008,effective

February16,

2008,38

Pa.B.

872;am

endedM

arch7,

2008,effective

February16,

2008;am

endedFebruary

28,2014,

effectiveM

arch1,

2014,44

Pa.B.

1131.Im

mediately

precedingtext

appearsat

serialpages

(353096)and

(332551)to

(332553).

Cross

References

This

sectionis

citedin

22Pa.C

ode§

12.41(relating

tostudent

services);22

Pa.Code

§14.104

(relatingto

specialeducation

plans);22

Pa.Code

§16.4

(relatingto

giftededucation

plans);22

Pa.Code

§49.16

(relatingto

approvalof

inductionplans);

and22

Pa.Code

§49.17

(relatingto

con-tinuing

professionaleducation).

CU

RR

ICU

LU

MA

ND

INST

RU

CT

ION

§4.20

.P

rekindergarteneducation.

Schooldistricts

arenot

requiredto

offera

prekindergartenprogram

,and

par-ents

arenot

requiredto

enrolltheir

childrenin

thoseprogram

sif

offered.Prekin-dergarten

programs

shallbe

designedso

thatstudents

complete

theprogram

priorto

theirreaching

theschool

district’sentry

agefor

kindergarten.T

heprogram

,w

henoffered,m

ustprovidea

comprehensive

programappropriate

forthe

ageand

22§

4.20STA

TE

BO

AR

DO

FE

DU

CA

TIO

NPt.

I

4-12(382418)

No.503

Oct.

16C

opyright�

2016C

omm

onwealth

ofP

ennsylvania

varyingdevelopm

entallevels

ofthe

students;be

basedon

howyoung

childrendevelop

andlearn;

includeinstruction

tosupport

eachchild’s

development

inthe

areasof

approachesto

learning—creative

expression,languageand

literacy,math,

logicand

science,social-personal

development

andphysical

development

andhealth—

andm

ustbe

opento

childrenw

ithdisabilities.

(1)T

heSecretary

will

provideacadem

icstandards,

appropriatefor

earlylearning

atthe

prekindergartenlevel,as

guidancefor

theuse

ofschool

districtsthat

offerprekindergarten

programs.

(2)C

urriculumand

instructionin

theprekindergarten

programm

ustbe

standards-based.(3)

Prekindergartenprogram

sm

aybe

offeredto

all3

and4

yearolds

orm

aybe

targetedto

childrenw

hoare

most

inneed

ofprekindergarten

servicesw

horeside

inthe

district.Targetedprogram

sm

ayserve

childrenw

hoare

atriskof

schoolfailure

becauseof

limited

English

proficiency,com

munity

factors,econom

icdisadvantage,

butm

aynot

excludeor

belim

itedexclusively

tochil-

drenw

ithdisabilities.

Ifa

programis

limited

toan

attendancearea,

childrenw

ithdisabilities

must

livein

thatattendance

areato

participatein

theprogram

.A

nattendance

areais

thegeographic

areaw

ithina

schooldistrict

designatedby

theschool

boardfor

thepurpose

ofassigning

studentsto

aschool.

(4)T

heSecretary

will

issueguidance

toschool

districtson

developmen-

tallyappropriate

curriculum,

instructionand

assessments

forprekindergarten.

(5)E

achschool

districtthat

providesprekindergarten

shalldesign

anassessm

entsystem

thatincludes

prekindergartenand

usesa

varietyof

assess-m

entstrategies,

which

may

includethose

listedin

§4.52(b)

(relatingto

localassessm

entsystem

),as

appropriate.(6)

Prekindergartenprogram

sm

usthave

astudent/teacher

ratioof

nom

orethan

20students

forone

teacherand

oneteacher

aidein

aclassroom

(2adults

ina

classroomfor

every20

students).Programs

ofhigh

qualityordinarily

havea

student/teacherratio

of17

studentsfor

oneteacher

andone

teacheraide

ina

classroom(2

adultsfor

every17

students).Program

soperating

undercontract

with

comm

unityproviders

must

comply

with

staffingqualifications

asrequired

by§

49.85(e)(relating

tolim

itations).(7)

Beginning

inthe

2009-2010school

year,a

teacheraide

ina

prekinder-garten

programshall

meet

oneof

thefollow

ingcriteria:

(i)C

ompletion

ofat

least2

yearsof

postsecondarystudy.

(ii)Possession

ofan

associate’sdegree

orhigher.

(iii)A

bilityto

meet

arigorous

standardof

qualityand

demonstration

througha

formal

Stateor

localacadem

icassessm

entof

knowledge

inand

abilityto

assistin

instructingreading,

writing

andm

athematics.

Arigorous

standardof

qualityincludes

adem

onstrationof

competence

inbasic

literacyskills,

includingthe

abilityto

speakand

write

standardE

nglishand

instruc-tion

ofprekindergarten

studentsin

theacquisition

ofthe

knowledge,

skillsand

abilitiesdescribed

inthe

earlylearning

standardsissued

underparagraph

(1).(8)

The

Secretarym

ayapprove

am

eritoriousprekindergarten

programthat

doesnot

meet

allregulatory

requirements

forthe

programw

hen,in

theSecre-

tary’sjudgm

ent,the

programprovides

highquality

learningopportunities

forstudents

andm

eetsthe

following

conditions:

Ch.

4A

CA

DE

MIC

STAN

DA

RD

SA

ND

ASSE

SSME

NT

S22

§4.20

4-13(371081)

No.

474M

ay14

(i)T

heschool

districthas

submitted

tothe

Secretarya

written

requestthat

providesjustification

forthe

waiver

andincludes

adescription

ofhow

them

eritoriousprogram

will

providehigh

qualitylearning

opportunitiesfor

students.(ii)

The

approvalof

them

eritoriousprekindergarten

programis

validonly

for1

schoolyear.

(iii)R

equestsfor

renewals

includeevidence

ofpositive

studentout-

comes.

(9)A

schooldistrict

may

make

individualexceptions

tothe

ageof

prekin-dergarten

studentsbased

uponlocal

policyto

permit

theenrollm

entof

childrenunder

3years

ofage

and5

yearsof

ageor

older.(10)

Aschooldistrictplanning

tooffer

orcontractw

itha

comm

unityagency

tooffer

aprekindergarten

programshall

developan

implem

entationplan

thatdescribes

theprogram

andits

targetpopulation.

The

planm

ustidentify

thefacilities,

staffingneeds

andother

resourcesthat

itw

illuse

todeliver

thepro-

gram.

The

schooldistrict

shallconsult

with

parents,com

munity

agenciesand

organizations,and

childcare,

earlyintervention

andhead

startrepresentatives

when

developingthe

implem

entationplan.

Inyears

subsequentto

theinitial

yearof

theprogram

,theim

plementation

planm

ustbe

submitted

tothe

Depart-

mentevery

3years

orw

henthe

planis

amended,w

hicheveris

sooner.Aschool

districtshall

make

theim

plementation

planavailable

forpublic

inspectionand

comm

entfor

am

inimum

of28

daysprior

toapproval

ofthe

planby

theschool

district’sboard

ofdirectors

andsubm

issionof

theplan

tothe

Departm

ent.(11)

Schooldistrictcontractedprekindergarten

programs

operatedby

acom

-m

unityprovider

shallprovide

alead

teacherfor

eachclassroom

who

meets

thefollow

ingm

inimum

qualifications:(i)

An

associate’sdegree

orgreater

inearly

childhoodeducation

orchild

development.

(ii)For

programs

operatingbefore

Decem

ber16,

2006,lead

teachersshall

possessa

bachelor’sdegree

andearly

childhoodcertificate

asprovided

in§

49.85(a)on

orbefore

Decem

ber16,

2011.(iii)

Forprogram

scontracted

afterD

ecember

16,2006,

leadteachers

shallpossess

abachelor’s

degreeand

earlychildhood

certificateas

providedin

§49.85

within

5years

fromthe

datestudents

firstattend

theprekinder-

gartenprogram

.

Authority

The

provisionsof

this§

4.20issued

undersection

2603-Bof

thePublic

SchoolC

odeof

1949(24

P.S.§

26-2603-B);

amended

undersections

121,2603-B

and2604-B

ofthe

PublicSchool

Code

of1949

(24P.S.

§§1-121,

26-2603-Band

26-2604-B).

Source

The

provisionsof

this§

4.20adopted

Decem

ber15,

2006,effective

Decem

ber16,

2006,36

Pa.B.

7542;am

endedFebruary

28,2014,

effectiveM

arch1,

2014,44

Pa.B.

1131.Im

mediately

precedingtext

appearsat

serialpages

(332269)to

(332270)and

(350149).

Cross

References

This

sectioncited

in22

Pa.Code

§405.42

(relatingto

programday

anddevelopm

entallyappro-

priateinstructional

practicesand

activities).

22§

4.20STA

TE

BO

AR

DO

FE

DU

CA

TIO

NPt.

I

4-14(371082)

No.474

May

14C

opyright�

2014C

omm

onwealth

ofP

ennsylvania

§4.21

.E

lementary

education:prim

aryand

intermediate

levels.(a)

The

primary

programshall

ordinarilybe

completed

bychildren

who

areapproxim

ately8

yearsof

age.School

districts,including

charterschools,

shallprovide

opportunitiesfor

individualizedrates

oflearning

andsocial

andem

o-tional

development

thatreflect

differingrates

ofdevelopm

entand

learningstyles

ofyoung

children.(b)

Curriculum

andinstruction

inthe

primary

programm

ustbe

standards-based

andfocus

onintroducing

youngchildren

toform

aleducation,

developingan

awareness

ofthe

selfin

relationto

othersand

theenvironm

ent,and

develop-ing

skillsof

comm

unication,thinking

andlearning.

Literacy

skills,including

phonemic

awareness,

phonologicalaw

areness,fluency,

vocabularyand

compre-

hensionand

developmental

writing

will

beginin

prekindergartenand

kindergar-ten,

ifoffered,

anddeveloped

appropriatelyfor

theprim

arygrade

level.(c)

The

intermediate

levelprogram

shallordinarily

becom

pletedby

childrenw

hoare

approximately

11years

ofage.

(d)Standards-based

curriculumand

instructionin

theinterm

ediatelevel

must

enableall

studentsto

reachthe

proficientlevel

onthe

localassessm

entsystem

andthe

Statewide

assessmentsystem

.Academ

icstandards

willguide

thefocus

onlearning

specificsubject

matter

content.(e)

Plannedinstruction

alignedw

ithacadem

icstandards

inthe

following

areasshall

beprovided

toevery

studentevery

yearin

theprim

aryprogram

.Planned

instructionm

aybe

providedas

separatecourse

orother

interdisciplinaryactivity.

(1)L

anguagearts,integrating

reading,writing,phonics,spelling,listening,

speaking,literature

andgram

mar,

andinform

ationm

anagement,

includinglibrary

skills.(2)

Mathem

atics,including

problem-solving

andcom

putationskills.

(3)Science

andtechnology

education,involving

activelearning

experi-ences

forstudents.

(4)E

nvironment

andecology

education,involving

activelearning

experi-ences

forstudents.

(5)Social

studies(civics

andgovernm

ent,econom

ics,geography

andhis-

tory).(6)

Health,safety

andphysical

education,includinginstruction

inconcepts

andskills

which

affectpersonal,

family

andcom

munity

healthand

safety,nutrition,

theprevention

ofalcohol,

chemical

andtobacco

abuse,know

ledgeand

practiceof

lifetime

physicalactivities,

personalfitness,

basicm

ovement

skillsand

concepts,motor

skilldevelopment,principles

andstrategies

ofm

ove-m

ent,and

safetypractices

inphysical

activitysettings.

(7)T

hearts,including

activelearning

experiencesin

art,music,dance

andtheatre.(f)

Plannedinstruction

inthe

following

areasshall

beprovided

toevery

stu-dent

everyyear

inthe

intermediate

levelprogram

.Planned

instructionm

aybe

providedas

aseparate

courseor

asan

instructionalunit

within

anothercourse

orother

interdisciplinaryinstructional

activity:

Ch.

4A

CA

DE

MIC

STAN

DA

RD

SA

ND

ASSE

SSME

NT

S22

§4.21

4-15(371083)

No.

474M

ay14

(1)L

anguagearts,

integratingreading,

writing,

spelling,listening,

speak-ing,

literatureand

gramm

ar.(2)

Mathem

atics,including

problem-solving

andcom

putationskills.

(3)Science

andtechnology,

includinginstruction

aboutagriculture

andagricultural

science.(4)

Environm

entand

ecology,including

instructionabout

agricultureand

agriculturalscience.

(5)Social

studies(civics

andgovernm

ent,econom

ics,geography

andhis-

tory).(6)

The

arts,including

art,m

usic,dance

andtheatre.

(7)U

nderstandingand

useof

libraryand

otherinform

ationsources.

(8)H

ealth,safetyand

physicaleducation,including

instructionin

conceptsand

skillsw

hichaffect

personal,fam

ilyand

comm

unityhealth

andsafety,

nutrition,the

preventionof

alcohol,chem

icaland

tobaccoabuse,

knowledge

andpractice

oflifetim

ephysical

activities,personal

fitness,basic

movem

entskills

andconcepts,m

otorskilldevelopm

ent,principlesand

strategiesof

move-

ment

andsafety

practicesin

physicalactivity

settings.(g)

Plannedinstruction

alignedw

ithacadem

icstandards

inthe

following

areasshall

beprovided

toevery

studentat

leastonce

bythe

endof

elementary

school.Plannedinstruction

may

beprovided

asa

separatecourse

oras

aninstruc-

tionalunit

within

anothercourse

orother

interdisciplinaryinstructional

activity.See

section1511

ofthe

SchoolC

ode(24

P.S.§

15-1511).(1)

History

ofthe

United

States.(2)

History

ofthe

Com

monw

ealth.(3)

Geography.

(4)C

ivics.(h)

This

sectiondoes

notpreclude

theteaching

ofother

plannedinstruction

designedto

achievea

schoolentity’s

mission,

goalsand

academic

standards.(i)

School

districts,including

charterschools,

shalldeterm

inethe

most

appropriatew

ayto

operatetheir

primary

andinterm

ediatelevel

elementary

pro-gram

sto

achievethe

purposesunder

subsections(b)

and(d)

andany

mission,

goalsand

academic

standardsas

determined

bythe

schoolentity.

(j)Students

who

havenot

achievedproficiency

inreading

andm

athematics

duringtheir

primary

grades(K

-3),as

determined

bythe

schoolentity,

shallbe

affordedadditional

instructionalopportunities

througha

grade-levellearning

plandeveloped

bythe

schoolentity.

The

planw

illassist

thestudent

inacquiring

theknow

ledgeand

skillsnecessary

toachieve

atthe

proficientlevel.A

ssessments

tom

easureproficiency

shallbe

describedin

thelocal

assessment

systemunder

§4.52

(relatingto

localassessm

entsystem

).(k)

Studentsw

hohave

notachieved

proficiencyin

readingand

mathem

aticsby

theend

ofgrade

5as

determined

onState

assessments

under§

4.51a(relating

toPennsylvania

Systemof

SchoolA

ssessment)

shallbe

affordedinstructional

opportunitiesto

developknow

ledgeand

skillsnecessary

toachieve

theproficient

level.

22§

4.21STA

TE

BO

AR

DO

FE

DU

CA

TIO

NPt.

I

4-16(371084)

No.474

May

14C

opyright�

2014C

omm

onwealth

ofP

ennsylvania

Authority

The

provisionsof

this§

4.21am

endedunder

sections121,

2603-Band

2604-Bof

thePublic

SchoolC

odeof

1949(24

P.S.§§

1-121,26-2603-B

and26-2604-B

).

Source

The

provisionsof

this§

4.21am

endedFebruary

15,2008,

effectiveFebruary

16,2008,

38Pa.B

.872;am

endedFebruary

28,2014,effectiveM

arch1,2014,44

Pa.B.1131.Im

mediately

precedingtext

appearsat

serialpages

(350149)to

(350150)and

(332273).

Cross

References

This

sectioncited

in22

Pa.Code

§4.27

(relatingto

physicaleducation

andathletics).

§4.22

.M

iddlelevel

education.(a)

The

middle

levelplanned

instructionaligned

with

academic

standardsserves

childrenw

hoare

approximately

11—14

yearsof

age.School

entitiesm

aym

odifythe

groupingof

studentsbased

uponstudent

needsidentified

bythe

schoolentity.

(b)C

urriculumand

instructionin

them

iddlelevel

programm

ustbe

standards-basedand

focuson

mastery

ofacadem

icsubjects,

thedevelopm

entof

criticaland

creativethinking,

information

literacy,good

healthand

encourageactive

participationin

theschool

andcom

munity.

(c)Planned

instructionaligned

with

academic

standardsin

thefollow

ingareas

shallbe

providedto

everystudent

inthe

middle

levelprogram

.Planned

instructionm

aybe

providedas

aseparate

courseor

asan

instructionalunitwithin

acourse

orother

interdisciplinaryinstructional

activity:(1)

Language

arts,integrating

reading,w

riting,listening,

speaking,litera-

tureand

gramm

ar.(2)

Mathem

atics,including

mathem

aticalreasoning,

algebraand

problem-

solving.(3)

Scienceand

technology,w

hichinvolves

activelearning

experiencesand

which

may

includelaboratory

experiments

andinstruction

inagriculture

andagricultural

science.(4)

Socialstudies

(civicsand

government,

economics,

geographyand

his-tory,

includingthe

historyand

culturesof

theU

nitedStates,

theC

omm

on-w

ealth,and

thew

orld).(5)

Environm

entand

ecology,including

social,political

andeconom

icaspects

ofecology,

andinstruction

inagriculture

andagricultural

science.(6)

Information

skills,including

accessto

traditionaland

electronicinfor-

mation

sources,com

puteruse

andresearch.

(7)H

ealth,safetyand

physicaleducation,including

instructionin

conceptsand

skillsw

hichaffect

personal,fam

ilyand

comm

unityhealth

andsafety,

nutrition,physicalfitness,m

ovement

concepts,motor

skilldevelopm

ent,safetyin

physicalactivity

settings,and

theprevention

ofalcohol,

chemical

andtobacco

abuse.(8)

The

arts,including

art,m

usic,dance

andtheatre.

Ch.

4A

CA

DE

MIC

STAN

DA

RD

SA

ND

ASSE

SSME

NT

S22

§4.22

4-17(371085)

No.

474M

ay14

(9)C

areereducation,

includingexposure

tovarious

careeroptions

andthe

educationalpreparation

necessaryto

achievethose

options.(10)

Technologyeducation,

emphasizing

practicalapplication

ofacadem

icskills

andproblem

-solvingexperiences

facilitatedby

technology.(11)

Family

andconsum

erscience,including

principlesof

consumer

behav-ior

andbasic

knowledge

ofchild

healthand

childcare

skills.(d)

This

sectiondoes

notpreclude

theteaching

ofother

plannedinstruction

designedto

achievea

schoolentity’s

academic

standards.(e)

Schoolentities

shalldeterm

inethe

most

appropriatew

ayto

operatetheir

middle

levelprogram

sto

achievethe

purposesunder

subsection(b)

andany

additionalacadem

icstandards

asdeterm

inedby

theschool

entity.

Authority

The

provisionsof

this§

4.22am

endedunder

sections121,

2603-Band

2604-Bof

thePublic

SchoolC

odeof

1949(24

P.S.§§

1-121,26-2603-B

and26-2604-B

).

Source

The

provisionsof

this§

4.22am

endedFebruary

15,2008,

effectiveFebruary

16,2008,

38Pa.B

.872;am

endedFebruary

28,2014,effectiveM

arch1,2014,44

Pa.B.1131.Im

mediately

precedingtext

appearsat

serialpages

(332273)to

(332274)and

(346981).

Cross

References

This

sectioncited

in22

Pa.Code

§4.27

(relatingto

physicaleducation

andathletics).

§4.23

.H

ighschool

education.(a)

Instructionin

thehigh

schoolprogram

must

focuson

thedevelopm

entof

abilitiesneeded

tosucceed

inw

orkand

advancededucation

throughplanned

instruction.(b)

Curriculum

andinstruction

inthe

highschool

must

bestandards-based

andprovide

allstudents

opportunitiesto

developthe

skillsof

analysis,synthesis,

evaluationand

problem-solving

andinform

ationliteracy.

(c)Planned

instructionaligned

with

academic

standardsin

thefollow

ingareas

shallbe

providedto

everystudent

inthe

highschool

program.

Plannedinstruction

may

beprovided

asa

separatecourse

oras

aninstructionalunitw

ithina

courseor

otherinterdisciplinary

instructionalactivity:

(1)L

anguagearts,

integratingreading,

writing,

listening,speaking,

litera-ture

andgram

mar.

(2)M

athematics,including

problem-solving,m

athematicalreasoning,alge-

bra,geom

etryand

conceptsof

calculus.(3)

Scienceand

technology,including

participationin

hands-onexperi-

ments

andat

leastone

laboratoryscience

chosenfrom

lifesciences,

earthand

spacesciences,

chemical

sciences,physical

sciencesand

agriculturalsciences.

(4)Social

studies(civics

andgovernm

ent,econom

ics,geography

andhis-

tory,includingthe

historyand

culturesof

theU

nitedStates,the

Com

monw

ealthand

thew

orld).

22§

4.23STA

TE

BO

AR

DO

FE

DU

CA

TIO

NPt.

I

4-18(371086)

No.474

May

14C

opyright�

2014C

omm

onwealth

ofP

ennsylvania

(5)E

nvironmentand

ecology,includingscientific,social,politicaland

eco-nom

icaspects

ofecology.

(6)T

hearts,

includingart,

music,

dance,theatre

andhum

anities.(7)

Use

ofapplications

ofm

icrocomputers

andsoftw

are,including

word

processing,database,

spreadsheetsand

telecomm

unications;and

information

skills,including

accessto

traditionaland

electronicinform

ationsources,

com-

puteruse

andresearch.

(8)H

ealth,safetyand

physicaleducation,including

instructionin

conceptsand

skillsw

hichaffect

personal,fam

ilyand

comm

unityhealth

andsafety,

nutrition,physicalfitness,m

ovement

concepts,motor

skilldevelopm

ent,safetyin

physicalactivity

settings,and

theprevention

ofalcohol,

chemical

andtobacco

abuse.(9)

Family

andconsum

erscience,including

principlesof

consumer

behav-ior

andbasic

knowledge

ofchild

health,child

careand

earlyliteracy

skilldevelopm

ent.(d)

The

following

plannedinstruction

shallbe

made

availableto

everystu-

dentin

thehigh

schoolprogram

:(1)

Vocational-technical

educationunder

§§4.3

and4.31—

4.35.(2)

Business

education,including

coursesto

assiststudents

indeveloping

businessand

information

technologyskills.

(3)W

orldlanguages

under§

4.25(relating

tolanguages).

(4)Technology

education,incorporating

technologicalproblem

-solvingand

theim

pactsof

technologyon

individualsand

society.(e)

College-level

advancedplacem

entcourses

may

beoffered

asplanned

instructionin

thehigh

schoolcurriculum

.(f)

This

sectiondoes

notpreclude

theteaching

ofother

plannedinstruction

designedto

achievea

schooldistrict’s,

includinga

charterschool’s,

academic

standards.(g)

Schooldistricts,

includinga

charterschool,

shalldeterm

inethe

most

appropriatew

ayto

operatetheir

highschool

programs

toachieve

thepurposes

undersubsection

(a)and

anyadditional

academic

standardsas

determined

bythe

schoolentity.

Authority

The

provisionsof

this§

4.23am

endedunder

sections121,

2603-Band

2604-Bof

thePublic

SchoolC

odeof

1949(24

P.S.§§

1-121,26-2603-B

and26-2604B

).

Source

The

provisionsof

this§

4.23am

endedFebruary

15,2008,

effectiveFebruary

16,2008,

38Pa.B

.872;am

endedFebruary

28,2014,effectiveM

arch1,2014,44

Pa.B.1131.Im

mediately

precedingtext

appearsat

serialpages

(346981)to

(364982).

Cross

References

This

sectioncited

in22

Pa.Code

§4.27

(relatingto

physicaleducation

andathletics).

Ch.

4A

CA

DE

MIC

STAN

DA

RD

SA

ND

ASSE

SSME

NT

S22

§4.23

4-19(371087)

No.

474M

ay14

§4.24

.H

ighschool

graduationrequirem

ents.

(a)A

pproval.H

ighschool

graduationrequirem

entsand

revisionsto

themshall

beapproved

bya

schoolentity’s

governingboard

bySeptem

ber2,

2014,and

acopy

ofthe

requirements

shallbe

publishedand

distributedto

students,parents

andguardians.

Copies

ofthe

requirements

alsoshall

beavailable

ineach

schoolbuilding

oron

eachschool

entity’spublicly

accessiblew

ebsite.

Changes

tohigh

schoolgraduation

requirements

shallbe

publishedand

distributedto

stu-dents,

parentsand

guardiansand

made

availablein

eachschool

buildingor

oneach

schoolentity’s

publiclyaccessible

web

siteim

mediately

following

approvalby

thegoverning

board.

(b)R

equirements

throughthe

2015-2016school

year.E

achschool

district,charter

school(including

acyber

charterschool)

andA

VT

S,if

applicable,shall

specifyrequirem

entsfor

graduation.Requirem

entsthrough

the2015-2016

schoolyear

must

includecourse

completion

andgrades,

completion

ofa

culminating

project,results

oflocal

assessments

alignedw

iththe

academic

standardsand

adem

onstrationof

proficiencyin

English

Language

Arts

andM

athematics

oneither

theState

assessments

administered

ingrade

11or

12or

localassessm

entsaligned

with

academic

standardsand

Stateassessm

entsunder

§4.52

(relatingto

localassessm

entsystem

)at

theproficient

levelor

betterto

graduate.The

purposeof

theculm

inatingproject

isto

assurethat

studentsare

ableto

apply,analyze,

synthesizeand

evaluateinform

ationand

comm

unicatesignificant

knowledge

andunderstanding.

(c)R

equirements

beginningin

the2016-2017

schoolyear.

(1)G

eneral.B

eginningin

the2016-2017

schoolyear,

eachschool

district,charter

school(including

acyber

charterschool)

andA

VT

S,ifapplicable,shall

adoptand

implem

entrequirem

entsfor

highschool

graduationthat,

atm

ini-m

um,

include:

(i)C

oursecom

pletionand

grades.

(ii)D

emonstration

ofproficiency

asdeterm

inedby

theschool

district,charter

school(including

acyber

charterschool)

orA

VT

S,if

applicable,in

eachof

theState

academic

standardsnot

assessedby

aState

assessment

under§

4.51,§4.51a

or§

4.51b(relating

toState

assessmentsystem

;Penn-sylvania

Systemof

SchoolAssessm

ent;and

Keystone

Exam

s).

(iii)D

emonstration

ofproficiency

orabove

ineach

ofthe

following

Stateacadem

icstandards:

English

Language

Arts

andM

athematics

(Appen-

dixA

-2);Science

andTechnology

andE

nvironment

andE

cology(A

ppendixB

),as

determined

throughany

oneor

acom

binationof

thefollow

ing:

(A)

Com

pletionof

secondarylevel

coursework

inE

nglishL

anguageA

rts(L

iterature),A

lgebraI

andB

iologyin

which

astudent

demonstrates

proficiencyon

theassociated

Keystone

Exam

orrelated

project-basedassessm

entif

§4.4(d)(4)

(relatingto

generalpolicies)

applies.

22§

4.24STA

TE

BO

AR

DO

FE

DU

CA

TIO

NPt.

I

4-20(371088)

No.474

May

14C

opyright�

2014C

omm

onwealth

ofP

ennsylvania

(I)A

schooldistrict,

AV

TS

orcharter

school,including

acyber

charterschool,

shallallow

astudent

totake

aK

eystoneE

xamprior

totaking

thecourse

associatedw

iththe

exam’s

contentprovided

thatthe

studentachieved

ascore

ofadvanced

onthe

most

recentassociated

PSSAassessm

entadm

inisteredto

thestudent.

(II)A

schooldistrict,

AV

TS

orcharter

school,including

acyber

charterschool,

shallallow

astudent

who

transfersfrom

anotherstate

totake

aK

eystoneE

xamprior

totaking

thecourse

associatedw

iththe

exam’s

content,provided

thatthe

studentachieved

ascore

comparable

tothe

PSSA’s

advancedperform

ancelevel

ona

comparable

assessment

administered

byanother

state.

(III)A

schooldistrict,

AV

TS

orcharter

school,including

acyber

charterschool,m

ayallow

astudent

who

scoresat

theadvanced

levelon

aparticular

Keystone

Exam

priorto

takingthe

courseto

begranted

coursecredit

forthe

coursew

ithouthaving

tocom

pletethe

course.

(B)

Locally

approvedand

administered

assessments,

which

shallbe

independentlyand

objectivelyvalidated

onceevery

6years.

Local

assess-m

entsm

aybe

designedto

includea

varietyof

assessment

strategieslisted

in§

4.52(c)and

may

includethe

useof

oneor

more

Keystone

Exam

s.E

xceptfor

replacement

ofindividual

testitem

sthat

havea

similar

levelof

difficulty,a

newvalidation

isrequired

forany

material

changesto

theassessm

ent.V

alidatedlocal

assessments

must

meet

thefollow

ingstan-

dards:(I)A

lignment

with

thefollow

ingState

academic

standards:E

ng-lish

Language

Arts

(Literature

andC

omposition);

Mathem

atics(A

lgebraI),

Scienceand

Technology,E

nvironment

andE

cology(B

iology),and

Civics

andG

overnment.

(II)Perform

ancelevel

expectationsand

descriptorsthat

describethe

levelof

performance

requiredto

achieveproficiency

comparable

tothat

usedfor

theK

eystoneE

xams.

(III)A

dministration

ofthe

localassessm

entto

allstudents,

asa

requirement

forgraduation,except

forthose

exempted

bytheir

individu-alized

educationprogram

undersubsection

(g),regarding

specialeduca-

tionstudents,

orgifted

individualizededucation

planas

providedin

§16.32

(relatingto

GIE

P).

(IV)

Subjectto

appropriationsprovided

bylaw

,the

costto

validatelocal

assessments

shallbe

evenlydivided

between

theschool

district,A

VT

Sor

charterschool,

includinga

cybercharter

school,and

theD

epartment.

Ifthe

Departm

entdoes

notprovide

sufficientfunding

tom

eetits

share,local

assessments

submitted

forvalidation

shallbe

deemed

validuntil

anew

validationis

dueto

theD

epartment.

Ch.

4A

CA

DE

MIC

STAN

DA

RD

SA

ND

ASSE

SSME

NT

S22

§4.24

4-21(371089)

No.

474M

ay14

(V)

The

Departm

entw

illestablish

alist

ofentities

approvedto

performindependent

validationsof

localassessm

entsin

consultationw

iththe

Local

Assessm

entV

alidationA

dvisoryC

omm

itteeas

providedin

§4.52(f).

(VI)

Schoolboards

shallonly

approveassessm

entsthat

havebeen

determined

tom

eetthe

requirements

ofthis

subsectionby

anapproved

entityperform

ingthe

independentvalidation.

Ifa

schooldistrict,A

VT

Sor

charterschool,

includinga

cybercharter

school,uses

alocal

assess-m

entthat

hasnot

beenindependently

validated,theSecretary

will

directthe

schoolentity

todiscontinue

itsuse

untilthe

localassessm

entis

approvedthrough

independentvalidation

byan

approvedentity.

(C)

Com

pletionof

anA

dvancedPlacem

entexam

orInternational

Bac-

calaureateexam

thatincludes

academic

contentcom

parableto

theappro-

priateK

eystoneE

xamat

ascore

establishedby

theSecretary

tobe

com-

parableto

theproficient

levelon

theappropriate

Keystone

Exam

.(d)

Requirem

entsbeginning

inthe

2018-2019school

year.E

ffectivew

iththe

2018-2019school

year,requirem

entsin

subsection(c)(1)(iii)

must

includea

determination

ofproficiency

inE

nglishL

anguageA

rts(C

omposition)

(Appendix

A-2).(e)

Requirem

entsbeginning

inthe

2019-2020school

year.E

ffectivew

iththe

2019-2020school

year,C

ivicsand

Governm

ent(A

ppendixC

)is

addedto

theacadem

icstandards

insubsection

(c)(1)(iii).T

herequirem

entsin

subsection(c)(1)(iii)

must

includea

determination

ofproficiency

inC

ivicsand

Governm

ent.(f)

Career

andtechnical

educationprogram

students.Astudent

enrolledin

aD

epartment-approved

careerand

technicaleducation

programm

aysatisfy

therequirem

entsof

subsections(d)

and(e)

uponcom

pletionof

secondarylevel

coursework

inE

nglishL

anguageA

rts(L

iterature),A

lgebraI

andB

iology,in

which

astudent

demonstrates

proficiencyon

theassociated

Keystone

Exam

,vali-dated

localassessm

entor

project-basedassessm

ent,andachieves

ascore

ofcom

-petent

oradvanced

ona

PennsylvaniaState

SkillsA

ssessment

requiredunder

§4.31(a)

(relatingto

vocational-technicaleducation).

(g)Special

educationstudents.

Children

with

disabilitiesw

hosatisfactorily

complete

aspecial

educationprogram

developedby

anIndividualized

Education

Programteam

underthe

Individualsw

ithD

isabilitiesE

ducationA

ctand

thispart

shallbe

grantedand

issueda

regularhigh

schooldiplom

aby

theschool

districtof

residence,charter

school(including

cybercharter

school)or

AV

TS,

ifappli-

cable.T

hissubsection

appliesif

thespecial

educationprogram

ofa

childw

itha

disabilitydoes

nototherw

isem

eetthe

requirements

ofthis

chapter.(h)

Dem

onstrationof

proficiency.Forpurposes

ofthis

section,astudent

shallbe

deemed

proficientin

theState-assessed

standardsw

heneverthe

studentdem

-onstrates

proficiencythrough

anyof

theoptions

insubsection

(c)(1)(iii),regard-

lessof

thestudent’s

gradelevel

orage.

22§

4.24STA

TE

BO

AR

DO

FE

DU

CA

TIO

NPt.

I

4-22(371090)

No.474

May

14C

opyright�

2014C

omm

onwealth

ofP

ennsylvania

(i)Transcripts.

Beginning

inthe

2003-2004school

year,and

throughthe

2012-2013school

year,PSSAscores

ineach

assesseddiscipline

shallbe

includedon

studenttranscripts.

Beginning

inthe

2016-2017school

year,the

performance

leveldemonstrated

ineach

ofthe

academic

standardsin

subsections(c)—

(e)shall

beincluded

onstudenttranscripts.T

heinform

ationpresented

ona

transcriptmust

includethe

highestperform

ancelevel

demonstrated

bya

studenton

theassoci-

atedK

eystoneE

xam,

validatedlocal

assessment

orproject-based

assessment

atthe

time

thetranscript

isproduced.

(j)R

eleaseof

scores.This

sectiondoes

notallowfor

therelease

ofindividual

studentPSSA

orK

eystoneE

xamscores

tothe

Departm

entor

otherC

omm

on-w

ealthentities

inaccordance

with

§4.51(f)

and(g).

(k)Supplem

entalinstruction.

Beginning

inthe

2011-2012school

year,a

stu-dent

who

doesnot

demonstrate

proficiencyon

aK

eystoneE

xamor

alocally

validatedassessm

entspecifiedin

subsection(c),(d)

or(e)

shallbeoffered

supple-m

entalinstructional

supportby

thestudent’s

schooldistrict,

AV

TS

orcharter

school,including

acyber

charterschool.

The

supplemental

instructionalsupport

must

beconsistent

with

thestudent’s

educationalprogram

andassist

thestudent

toattain

proficiencyin

theState

academic

standards.(l)

Out-of-state

transfers.A

schooldistrict,A

VT

Sor

charterschool,

includ-ing

acyber

charterschool,

shalldeterm

inew

hethera

studentw

hotransfers

froman

out-of-State

schoolhaving

demonstrated

proficiencyin

coursework

andassessm

entsaligned

with

theacadem

icstandards

assessedby

eachK

eystoneE

xamm

aysatisfy

therequirem

entsof

subsections(c)—

(e)subject

toguidance

developedby

theSecretary.

(m)

Transition.To

effectsuccessful

transitionbetw

eenrequirem

entsoutlined

insubsections

(b)and

(c)regarding

requirements

throughthe

2015-2016school

yearand

requirements

beginningin

the2016-2017

schoolyear,

subsection(d)

regardingrequirem

entsbeginning

inthe

2018-2019school

yearand

subsection(e)

regardingrequirem

entsbeginning

inthe

2019-2020schoolyear,a

studentwho

will

graduatein

the2016-2017

schoolyear

orthereafter,

who

successfullycom

-pletes

coursesw

ithacadem

iccontent

assessedunder

subsection(c),

(d)or

(e),regarding

requirements

beginningin

the2016-2017

schoolyear,

2018-2019school

yearand

2019-2020school

yearfor

which

boththe

Keystone

Exam

sand

localvalidated

assessments

were

notavailable

atthe

time

thecourse

was

com-

pleted,shall

bedeem

edproficient

forpurposes

ofthis

section.

Authority

The

provisionsof

this§

4.24am

endedunder

section32

ofthe

actof

June29,2002

(P.L.524,N

o.88);

andsections

121,2603-B

and2604-B

ofthe

PublicSchool

Code

of1949

(24P.S.

§§1-121,

26-2603-Band

26-2604-B).

Source

The

provisionsof

this§

4.24am

endedO

ctober25,

2002,effective

October

26,2002,

32Pa.B

.5266;

amended

February15,

2008,effective

February16,

2008,38

Pa.B.

872;am

endedJanuary

8,2010,

effectiveJanuary

9,2010,

40Pa.B

.240;

amended

February28,

2014,effective

March

1,2014,

44Pa.B

.1131.

Imm

ediatelypreceding

textappears

atserial

pages(346982)

to(346986).

Ch.

4A

CA

DE

MIC

STAN

DA

RD

SA

ND

ASSE

SSME

NT

S22

§4.24

4-23(371091)

No.

474M

ay14

Notes

ofD

ecisions

IEP

Com

pliance

Court

determined

thathearing

officer,when

reachingthe

conclusionthat

thestudent

hadcom

pletedthe

graduationrequirem

ents,failed

toconsider

whether

therequirem

entsof

thestudent’s

individual-ized

educationprogram

(IEP)

were

fulfilled,asrequired

by§

4.24(e).Because

schooldistrict

didnot

fulfillIE

Pobligation,

itw

asrequired

topay

tuitionand

feesfor

atransitional

programafter

highschool

forone

year,which

thecourt

foundfulfilled

thegraduation

requirements

of§

4.24(e),Susque-hanna

Township

SchoolD

istrictv.

Frances

J.,823

A.2d

249,255-56

(Pa.Cm

wlth.

2003).

Cross

References

This

sectioncited

in22

Pa.Code

§4.4

(relatingto

generalpolicies);

22Pa.C

ode§

4.31(relating

tovocational-technical

education);22

Pa.Code

§4.51b

(relatingto

Keystone

Exam

s);22

Pa.Code

§4.51c

(relatingto

project-basedassessm

ent);22

Pa.Code

§4.51d

(relatingto

waivers);

and22

Pa.Code

§4.52

(relatingto

localassessm

entsystem

).

§4.25

.L

anguages.(a)

World

languageprogram

sm

ustprepare

studentsto

beproficient

inm

eet-ing

theW

orldL

anguageStandards

issuedby

theD

epartment

andavailable

onits

web

site.E

veryschool

districtshall

provideplanned

instructionin

atleast

two

languagesin

additionto

English,

atleast

oneof

which

shallbe

am

odernlan-

guage,and

atleast

oneof

which

shallbe

offeredin

am

inimum

4-yearsequence

inthe

secondaryprogram

(middle

leveland

highschool).

(b)W

orldlanguage

plannedinstruction

undersubsection

(a)m

aybe

offeredbeginning

atany

gradelevel,

includingthe

elementary

grades.(c)

World

Language

Standardsissued

bythe

Departm

entw

illaddress

theability

ofstudents

tocom

municate

ina

languageother

thanE

nglish,includingthe

abilityto

understandand

interpretw

rittenand

spokenlanguage

ona

varietyof

topicsand

todevelop

knowledge

andunderstanding

ofother

cultures.(d)

As

usedin

thissection,the

term‘‘w

orldlanguage’’m

eansthe

studyof

thelanguage,

cultures,traditions

andhistories

ofdifferent

comm

unitiesof

peoplew

hocom

municate

inlanguages

otherthan

English.A

merican

signlanguage

isa

world

language.

Authority

The

provisionsof

this§

4.25am

endedunder

section2603-B

ofthe

PublicSchool

Code

of1949

(24P.S.

§26-2603-B

).

SourceT

heprovisions

ofthis

§4.25

amended

February15,

2008,effective

February16,

2008,38

Pa.B.

872.Im

mediately

precedingtext

appearsat

serialpage

(304974).

Cross

References

This

sectioncited

in22

Pa.Code

§4.23

(relatingto

highschool

education).

§4.26

.E

SOL

.E

veryschool

districtshall

providea

programfor

eachstudent

whose

dominant

languageis

notE

nglishfor

thepurpose

offacilitating

thestudent’s

achievement

ofE

nglishproficiency

andthe

academic

standardsunder

§4.12

(relatingto

aca-dem

icstandards).Program

sunder

thissection

shallinclude

appropriatebilingual-

biculturalor

English

asa

secondlanguage

(ESL

)instruction.

22§

4.25STA

TE

BO

AR

DO

FE

DU

CA

TIO

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4-24(371092)

No.474

May

14C

opyright�

2014C

omm

onwealth

ofP

ennsylvania

§4.27

.P

hysicaleducation

andathletics.

(a)Physical

educationshall

betaught

asrequired

under§§

4.21(e)(6)and

(f)(8),4.22(c)(7)

and4.23(c)(8)

(relatingto

elementary

education:prim

aryand

intermediate

levels;m

iddlelevel

education;and

highschool

education).(b)

The

physicaleducation

programm

ustbe

adaptedfor

studentsw

hoare

medically

unableto

participatein

theregular

physicaleducation

program.

(c)T

hephysical

educationprogram

shallprovide

coeducationalinstruction,

exceptthat

separationby

sexm

aybe

permitted

incourses

involvingcontact

sports.Separation

bysex

may

notbe

usedto

excludestudents

ofeither

sexfrom

participatingin

anyphysical

educationinstruction.

(d)In

additionto

physicaleducation

instructionunder

subsections(a)—

(c),students

ofboth

sexesshall

haveequal

accessin

interscholasticand

intramural

athleticprogram

sto

allof

thefollow

ing:(1)

Schoolfacilities.

(2)C

oachingand

instruction.(3)

Schedulingof

practicetim

eand

games.

(4)N

umber

ofactivities

ateach

levelof

competition.

(5)E

quipment,

suppliesand

services.(6)

Fundingappropriate

tothe

sport.(e)

Schooldistricts

may

sponsorcoeducational

teams

ininterscholastic

andintram

uralsports

programs.

(f)Interscholastic

andintram

uralteam

splaying

contactsports

may

besepa-

ratedby

sex,but

thissubsection

may

notbe

usedto

excludestudents

ofeither

sexfrom

participatingin

asport.

Authority

The

provisionsof

this§

4.27am

endedunder

section2603-B

ofthe

PublicSchool

Code

of1949

(24P.S.

§26-2603-B

).

Source

The

provisionsof

this§

4.27am

endedFebruary

15,2008,

effectiveFebruary

16,2008,

38Pa.B

.872.

Imm

ediatelypreceding

textappears

atserial

page(293053).

§4.28

.Special

education.(a)

Under

theIndividuals

with

Disabilities

Education

Act

andthis

part,chil-

drenw

ithdisabilities

shallbe

providedan

educationw

hichenables

themto

beinvolved

inand

progressin

thegeneral

curriculumunder

thischapter.

(b)Students

who

aregifted

asdefined

inthis

partshall

beprovided

anedu-

cationthat

enablesthem

toparticipate

inacceleration

orenrichm

ent,or

both,as

appropriate.(c)

The

educationalprogram

providedto

childrenw

ithdisabilities

shallbe

inaccordance

with

theirIndividualized

Education

Programs

underthe

Individuals

Ch.

4A

CA

DE

MIC

STAN

DA

RD

SA

ND

ASSE

SSME

NT

S22

§4.27

4-25(371093)

No.

474M

ay14

with

Disabilities

Education

Act

andthis

part,even

ifthe

IndividualizedE

duca-tion

Programdoes

nototherw

isem

eetall

requirements

ofthis

chapter.(d)

Plannedinstruction

forchildren

with

disabilitiesshall

conformto

therequirem

entsestablished

forplanned

coursesin

§4.3

(relatingto

definitions)as

itrelates

toplanned

instruction.

§4.29

.H

IV/A

IDS

andother

life-threateningand

comm

unicablediseases.

(a)Instruction

regardingprevention

ofhum

anim

munodeficiency

virus(H

IV)

infection/acquiredim

munodeficiency

syndrome

(AID

S)and

otherlife-threatening

andcom

municable

diseasesshall

begiven

forprim

ary,interm

ediate,m

iddleschool

andhigh

schooleducation

andshall

followthe

requirements

ofsubsec-

tions(b)

and(c).

(b)E

ducationalm

aterialsand

instructionshall

bedeterm

inedby

thelocal

schooldistrict

andbe

appropriateto

theage

groupbeing

taught.The

programof

instructionm

ustinclude

information

aboutthe

natureof

thediseases,

treatments

andcures,

methods

oftransm

issionand

howinfection

canbe

prevented.T

heschool

districtm

ayom

itinstruction

inthe

elementary

gradeson

transmission

ofdisease

throughsexual

activity.Program

sdiscussing

transmission

throughsexual

activitym

uststress

thatabstinence

fromsexual

activityis

theonly

completely

reliablem

eansof

preventingsexual

transmission.

Program

sm

uststress

thatavoidance

ofillegal

druguse

isthe

onlycom

pletelyreliable

means

ofpreventing

transmission

ofdisease

throughshared

drugparaphernalia.

(c)A

schoolentity

shallexcuse

apupil

fromH

IV/A

IDS

instructionw

henthe

instructionconflicts

with

thereligious

beliefsor

principlesof

thepupil

orparent

orguardian

ofthe

pupiland

when

excusalis

requestedin

writing.

Priorto

thecom

mencem

entof

instruction,a

schooldistrict

shallpublicize

thatdetailed

cur-riculum

outlinesand

curricularm

aterialsused

inconjunction

with

theinstruction

areavailable

toparents

andguardians

duringnorm

alschool

hoursor

atteacher-

parentconferences.

Curricular

materials,

ifpractical,

shallbe

made

availableby

theschool

entityfor

home

instructionaluse

bya

parentor

guardianif

thestudent

hasbeen

excusedfrom

theschool

entity’sH

IV/A

IDS

instruction.

Authority

The

provisionsof

this§

4.29am

endedunder

section2603-B

ofthe

PublicSchool

Code

of1949

(24P.S.

§26-2603-B

).

SourceT

heprovisions

ofthis

§4.29

amended

February15,

2008,effective

February16,

2008,38

Pa.B.

872.Im

mediately

precedingtext

appearsat

serialpage

(252333).

VO

CA

TIO

NA

L-T

EC

HN

ICA

LE

DU

CA

TIO

N

§4.31

.V

ocational-technicaleducation.

(a)V

ocational-technicaleducation

coursesshall

bedeveloped

inthe

plannedinstruction

format

andbe

accessibleto

allhigh

schoolstudents

attendingthose

gradesin

which

vocational-technicaleducation

coursesare

offered.A

llstudents

andtheir

parentsor

guardiansshall

beinform

edof

thestudents’

rightsto

partici-pate

invocational-technical

educationprogram

sand

coursesand

thatstudents

with

disabilitiesenrolled

inthe

programs

areentitled

toservices

underC

hapter14

(relatingto

specialeducation

servicesand

programs).

Studentsw

hocom

pleteapproved

vocational-technicaleducation

programs

shallhave

theiroccupational

22§

4.29STA

TE

BO

AR

DO

FE

DU

CA

TIO

NPt.

I

4-26(371094)

No.474

May

14C

opyright�

2014C

omm

onwealth

ofP

ennsylvania

competency

assessedby

completion

ofthe

appropriateassessm

entunder

thePennsylvania

SkillsC

ertificateProgram

orby

completion

ofanother

occupationalcom

petencyassessm

entapproved

bythe

Departm

ent.Astudent

with

adisability

shallbeprovided

appropriateaccom

modations

when

providedfor

inthe

student’sindividualized

educationprogram

.Students

shallalso

demonstrate

proficiencyin

meeting

academic

standardsas

requiredunder

§4.24

(relatingto

highschool

graduationrequirem

ents),including

§4.12(f)

(relatingto

academic

standards)and

§4.24(g)

forstudents

with

disabilitiesw

ithan

individualizededucation

pro-gram

.(b)

Vocational-technical

educationcourses

may

betaught

atA

VT

Ssor

otherhigh

schools.(c)

Vocational-technical

educationprogram

sm

ustconsist

ofa

seriesof

plannedacadem

icand

vocational-technicaleducation

coursesthat

arearticulated

with

oneanother

sothat

knowledge

andskills

aretaught

ina

systematic

manner.

When

appropriate,vocational-technical

educationprogram

sm

ustadopt,

inpro-

gramareas

forw

hichthey

areavailable,

industryrecognized

skillsstandards

andm

ayalso

includecooperative

vocational-technicaleducation

andparticipation

invocational

studentorganizations

todevelop

leadershipskills.

(d)V

ocational-technicaleducation

coursesm

ustinclude

contentbased

uponoccupational

analysis,clearly

statedperform

anceobjectives

deemed

criticalto

successfulem

ployment

andassessm

entof

studentcom

petenciesbased

uponper-

formance

standards.(e)

The

recordof

astudent

enrolledin

avocational-technical

educationpro-

gramm

ustinclude

thestudent’s

educationaland

occupationalobjectives

andthe

resultsof

theassessm

entof

studentcom

petenciesunder

subsection(d).

(f)S

afetyeducation,

consistingof

safetypractices,

accidentprevention,

occupationalhealthhabits

andenvironm

entalconcernsshallbe

integratedinto

theinstruction

andpractices

invocational-technical

educationprogram

s.(g)

Schooldistricts

andA

VT

Ssadm

inisteringvocational-technical

educationprogram

sshall

developw

rittenpolicies

regardingadm

issions.C

ourseannounce-

ments,guidance

materials

andother

comm

unicationsm

ustconveythe

philosophyof

equalaccess

tostudents

consideringenrolling

inA

VT

Ssand

includea

descrip-tion

ofadm

issionspolicies.

The

policiesm

ustassure

thatw

henadm

issionsto

AV

TSs

must

belim

ited,the

admissions

shallbe

ona

nondiscriminatory

basis.

Authority

The

provisionsof

this§

4.31am

endedunder

sections121,

2603-Band

2604-Bof

thePublic

SchoolC

odeof

1949(24

P.S.§§

1-121,26-2603-B

and26-2604-B

).

Source

The

provisionsof

this§

4.31am

endedFebruary

15,2008,

effectiveFebruary

16,2008,

38Pa.B

.872;am

endedFebruary

28,2014,effectiveM

arch1,2014,44

Pa.B.1131.Im

mediately

precedingtext

appearsat

serialpages

(332281)to

(332282).

Cross

References

This

sectioncited

in22

Pa.Code

§4.23

(relatingto

highschool

education);22

Pa.Code

§4.24

(relatingto

highschool

graduationrequirem

ents);and

22Pa.C

ode§

4.32(relating

tostandards

andreports).

Ch.

4A

CA

DE

MIC

STAN

DA

RD

SA

ND

ASSE

SSME

NT

S22

§4.31

4-27(371095)

No.

474M

ay14

§4.32

.Standards

andreports.

(a)T

heSecretary

isresponsible

forthe

promulgation

ofstandards

appropri-ate

forim

plementing

§4.31

(relatingto

vocational-technicaleducation).

Presentstandards,

tothe

extentthat

theyare

inconsistent,are

supersededby

thischapter.

(b)T

heS

ecretaryw

illreport

annuallyto

theB

oardon

thestatus

ofvocational-technical

educationprogram

s,including

tech-prepand

apprenticeshipprogram

s.R

eportsw

illinclude

numbers

andtypes

ofprogram

s,num

bersof

stu-dents,

post-programstatus

ofstudents,

Statew

idecom

petencystandards

andassessm

entinform

ation.

Cross

References

This

sectioncited

in22

Pa.Code

§4.23

(relatingto

highschool

education).

§4.33

.A

dvisorycom

mittees.

(a)A

schooldistrict

orA

VT

Sadm

inisteringor

planningto

administer

vocational-technicaleducation

programs

shallappoint

alocal

advisorycom

mit-

tee.M

embership

onthe

comm

itteeshall

consistof

businessand

industryrepre-

sentatives,public

sectorem

ployers,agriculture,

labororganizations,

comm

unityorganizations,

postsecondaryeducation

institutionsand

thegeneral

public.T

heappointed

advisorycom

mittee

shallm

eetat

leastonce

eachyear

andgive

adviceto

theboard

andthe

administration

concerningthe

programof

theschool,includ-

ingits

generalphilosophy,

academic

andother

standards,course

offerings,sup-

portservices,

safetyrequirem

entsand

theskill

needsof

employers.A

nadvisory

comm

itteem

ayserve

multiple

institutionsw

hereem

ployment

areasoverlap.

(b)A

nadm

inistrativecom

mittee,

composed

ofchief

schooladm

inistratorsrepresenting

participatingschool

districts,shallbe

includedin

theorganization

ofeach

AV

TS.

The

comm

itteeshall

advisethe

AV

TS

boardand

theadm

inistrationconcerning

theeducational

programand

policiesof

theschool.

(c)A

noccupational

advisorycom

mittee

shallbe

establishedfor

eachvocational-technical

educationprogram

orcluster

ofrelated

programs

offeredby

aschool

districtor

AV

TS.

The

comm

itteeshall

beappointed

bythe

boardof

directors,anda

majority

ofthe

mem

bersof

thecom

mittee

shallbeem

ployeesand

employers

inthe

occupationfor

which

trainingis

provided.T

hecom

mittee

shallm

eetat

leasttw

iceeach

yearto

advisethe

board,administration

andstaff

oncur-

riculum,

equipment,

instructionalm

aterials,safety

requirement,

programevalua-

tionand

otherrelated

matters

andto

verifythat

theprogram

sm

eetindustry

stan-dards

and,if

appropriate,licensing

boardcriteria

andthat

theyprepare

studentsw

ithoccupation

relatedcom

petencies.Authority

The

provisionsof

this§

4.33am

endedunder

sections121,

2603-Band

2604-Bof

thePublic

SchoolC

odeof

1949(24

P.S.§§

1-121,26-2603-B

and26-2604-B

).

Source

The

provisionsof

this§

4.33am

endedFebruary

15,2008,

effectiveFebruary

16,2008,

38Pa.B

.872;am

endedFebruary

28,2014,effectiveM

arch1,2014,44

Pa.B.1131.Im

mediately

precedingtext

appearsat

serialpage

(334863).

22§

4.32STA

TE

BO

AR

DO

FE

DU

CA

TIO

NPt.

I

4-28(371096)

No.474

May

14C

opyright�

2014C

omm

onwealth

ofP

ennsylvania

Cross

References

This

sectioncited

in22

Pa.Code

§4.23

(relatingto

highschool

education);22

Pa.Code

§339.13

(relatingto

localadvisory

comm

ittee);and

22Pa.C

ode§

339.14(relating

tooccupational

advisorycom

mittee).

§4.34

.P

rograms

andequipm

ent.(a)

Asatellite

vocational-technicaleducation

programm

aybe

operatedby

anA

VT

Sboard

inconform

ityw

itha

mem

orandumof

understandingadopted

with

theparticipating

schooldistrict’s

boardof

schooldirectors.

(b)C

ertifiedguidance

personnelin

eachsecondary

schooland

AV

TS

shallbe

assignedresponsibility

toprovide

pupilsw

ithvocational-technical

guidanceser-

vices.(c)

Equipm

entw

illbe

deemed

appropriateif

itis

compatible,insofar

asprac-

tical,to

thatused

inoccupations

orhouseholds

forw

hichvocational-technical

educationis

provided.

Cross

References

This

sectioncited

in22

Pa.Code

§4.23

(relatingto

highschool

education).

§4.35

.A

VT

Ss.(a)

AV

TS

attendanceareas

shallconform

tothe

planof

theState

Board

forV

ocationalEducation.B

oardsof

schooldirectorsm

aypetition

theState

Board

forV

ocationalE

ducationfor

attendancearea

assignment

orreassignm

ent.(b)

The

following

provisionsapply

tothe

establishment

ofA

VT

Ss:(1)

Where

more

thanone

districtconstitutes

anattendance

area,theappro-

priateinterm

ediateunit

may,

andupon

therequest

ofany

schooldistrict

shall,call

foran

electionby

theboards

ofschool

directorsw

ithinthe

attendancearea

todeterm

ineif

anA

VT

Sshall

beestablished.

(2)A

schooldistrict

within

theattendance

aream

ayelect

toparticipate

inthe

establishment

ofthe

AV

TS.

(3)W

herea

singleschool

districtconstitutes

anattendance

area,the

boardof

schooldirectors

ofthat

districtm

ayestablish

andoperate

AV

TSs

andbe

consideredan

AV

TS

board.(c)

The

following

provisionsapply

toarticles

ofagreem

entfor

theestablish-

ment

andoperation

ofA

VT

Ss:(1)

The

boardsof

schooldirectorsof

theschooldistricts

electingto

partici-pate

inthe

AV

TS

shallenter

intoa

written

agreement

settingforth

rightsand

obligationsof

theparticipating

schooldistricts.

(2)N

ochange

will

bem

adein

thearticles

ofagreem

entunder

paragraph(1)

without

theconsent

ofeach

participatingschool

districtby

theaffirm

ativevote

ofeach

boardof

schooldirectors.

(3)N

oschool

districtm

ayw

ithdrawfrom

thearticles

ofagreem

entunder

paragraph(1)

without

theconsent

ofeach

participatingschool

district.

Cross

References

This

sectioncited

in22

Pa.Code

§4.23

(relatingto

highschool

education).

Ch.

4A

CA

DE

MIC

STAN

DA

RD

SA

ND

ASSE

SSME

NT

S22

§4.34

4-29(371097)

No.

474M

ay14

SCH

ED

UL

ING

AN

DL

EA

RN

ING

OP

TIO

NS

§4.41

.Scheduling.

(a)K

indergartenprogram

sshall

provideeach

kindergartenstudent

with

atleast

21/2

hoursof

instructioneach

dayfor

thefull

schoolterm

unlessthe

schooldistrict,including

charterschools,obtains

priorD

epartment

approvalfor

analter-

nativekindergarten

program.

(b)A

schooldistrict,

includingcharter

schools,shall

obtainapproval

ofthe

Departm

entprior

toscheduling

1/2-daysessions

otherthan

inkindergarten

undersubsection

(a).Aschool

districtis

notrequired

toobtain

approvalof

theD

epart-m

entprior

toscheduling

1/2day

sessionsfor

prekindergartenunder

subsection(e).(c)

Aschool

districtshall

obtainapproval

ofthe

Departm

entprior

toestab-

lishinga

newschool

orchanging

schoolorganization.

(d)Planned

instructionoffered

insum

mer

schoolm

aybe

designedas

creditor

noncreditofferings.

(e)School

districtsw

ithprekindergarten

programs

shallprovide

prekinder-garten

studentsw

ithatleast2

1/2hours

ofinstruction

eachday

forthe

fullschoolterm

unlessthe

schooldistrict

obtainsprior

Departm

entapproval

foran

alterna-tive

prekindergartenprogram

.

Authority

The

provisionsof

this§

4.41am

endedunder

section2603-B

ofthe

PublicSchool

Code

of1949

(24P.S.

§26-2603-B

).

SourceT

heprovisions

ofthis

§4.41

amended

Decem

ber15,2006,effective

Decem

ber16,2006,36

Pa.B.

7542.Im

mediately

precedingtext

appearsat

serialpages

(252336)to

(252337).

§4.42

.G

radestructure.

This

chapterdoes

notrequire

educationalprogram

sto

beorganized

intradi-

tionalgrades

accordingto

students’chronological

agesor

academic

achievement

levels.

ASSE

SSME

NT

§4.51

.State

assessment

system.

(a)T

heState

assessment

systemshall

bedesigned

toserve

thefollow

ingpur-

poses:(1)Provide

students,parents,educatorsand

citizensw

ithan

understandingof

studentand

schoolperform

anceconsistent

with

theN

oC

hildL

eftB

ehindA

ctof

2001(Pub.

L.

No.

107-110,115

Stat.1425).

(2)D

etermine

thedegree

tow

hichschool

programs

enablestudents

toattain

proficiencyof

academic

standardsunder

§4.12

(relatingto

academic

standards).(3)

Provide

information

toS

tatepolicym

akers,including

theG

eneralA

ssembly

andthe

Board,

onhow

effectiveschools

arein

promoting

anddem

-onstrating

studentproficiency

ofacadem

icstandards.

(4)Provide

information

tothe

generalpublic

onschool

performance.

22§

4.41STA

TE

BO

AR

DO

FE

DU

CA

TIO

NPt.

I

4-30(371098)

No.474

May

14C

opyright�

2014C

omm

onwealth

ofP

ennsylvania

(5)Provide

resultsto

schoolentitiesbased

uponthe

aggregateperform

anceof

allstudents,

forstudents

with

anIndividualized

Education

Program(IE

P)and

forthose

without

anIE

P.(6)

Assess

studentproficiency

inthe

Academ

icStandards

forE

nglishL

an-guage

Arts

(Appendix

A-2),

Mathem

atics(A

ppendixA

-2),Science

andTech-

nologyand

Environm

entand

Ecology

(Appendix

B)

andC

ivicsand

Govern-

ment

(Appendix

C)

forthe

purposeof

determining,

inpart,

astudent’s

eligibilityfor

highschool

graduation.(b)

The

Stateassessm

entsystem

must

includePSSA

assessments

andK

ey-stone

Exam

s.(c)

Neither

State

assessments

noracadem

icstandards

under§

4.12m

ayrequire

studentsto

holdor

expressparticular

attitudes,values

orbeliefs.

(d)T

heD

epartment

will

make

samples

ofState

assessment

questions,assess-m

entform

atsand

scoringguides

availableto

thepublic

aftereach

administration

ofState

assessments.

(e)To

ensurethat

information

regardingstudent

performance

isavailable

toparents

andteachers,State

assessments

developedunder

thissection

mustinclude

studentnam

es.(f)

Individualassessmentresults

shallbeused

inplanning

instructiononly

byparents,

teachers,adm

inistratorsand

guidancecounselors

with

aneed

toknow

basedupon

localboard

policyon

testingand

inreporting

academic

progress.(g)

The

Departm

entand

otherC

omm

onwealth

entitiesare

prohibitedfrom

collectingindividual

studenttest

scoresand

may

collectonly

aggregatetest

scoresby

schooland

district.(h)

The

Board

will

authorizethe

expansionof

theState

assessment

systemthrough

arevision

ofthis

chapter.(1)

The

Board

will

notinclude

National

assessments

aspart

ofthe

Stateassessm

entsystem

unless,uponconsultation

with

teachers,counselorsand

par-ents

representingstudents

who

havebeen

identifiedunder

Chapter

14(relating

tospecial

educationservices

andprogram

s),the

Board

determines

theassess-

ment

isan

appropriatem

eansof

assessingthe

academic

progressof

studentsidentified

underC

hapter14,or

unlessthe

GeneralA

ssembly

authorizesthe

useof

aN

ationalassessm

ent.(2)

Subjectto

paragraph(3),

theB

oardw

illnot,

andthe

Departm

entm

aynot,

bea

governingstate

inany

consortiumfor

thedevelopm

entof

aN

ationalassessm

entforthe

purposeof

utilizationas

partofthe

Stateassessm

entsystem.

(3)T

heD

epartmentm

aycontinue

toparticipate

ina

consortiumto

developan

alternateassessm

entto

measure

theacadem

icprogress

ofstudents

identifiedunder

Chapter

14.(i)

The

Departm

entw

illim

plement

provisionsfor

securityof

theS

tateassessm

entsystem

,including

thefollow

ing:(1)

Action

bya

professionalem

ployeeor

comm

issionedofficer

thatis

willfully

designedto

divulgetest

questions,falsify

studentscores

orin

some

otherfashion

comprom

isethe

integrityof

theState

assessment

systemas

deter-m

inedby

theschool

district,AV

TS

orcharter

school,includinga

cybercharter

school,shallbesubjectto

disciplinaryaction

underthe

Educator

Discipline

Act

(24P.S.

§§2070.1a—

2070.18c).(2)

Cheating

bystudents

orem

ployeesother

thanthose

coveredin

para-graph

(1)shall

besubject

todisciplinary

actionby

theschool

district,AV

TS

orcharter

school,including

acyber

charterschool.

Ch.

4A

CA

DE

MIC

STAN

DA

RD

SA

ND

ASSE

SSME

NT

S22

§4.51

4-31(404271)

No.

559Jun.

21

(3)C

heatingor

breachesof

assessment

securityshall

bereported

tothe

Secretaryas

soonas

detected.(j)

The

Secretaryis

authorizedto

establishguidelines

forthe

administration

ofthe

Stateassessm

entsystem

.(k)

The

Secretaryw

illreport

eachSeptem

berto

theB

oardand

theG

eneralA

ssembly

information

andpertinent

dataregarding

theState

assessment

system.

The

Secretaryalso

will

provideeach

schoolentity

information

andpertinent

datafor

theschool

entityand

itsstudents.

(l)C

hildrenw

ithdisabilities

andchildren

with

limited

English

proficiencyshall

beincluded

inthe

Stateassessm

entsystem

asrequired

byFederal

law,w

ithappropriate

accomm

odationsw

hennecessary.A

sappropriate,the

Com

monw

ealthw

illdevelop

guidelinesfor

theparticipation

ofchildren

with

disabilitiesin

alter-nate

assessments

forthose

childrenw

hocannot

participatein

thePSSA

orK

ey-stone

Exam

sas

determined

byeach

child’sindividualized

educationprogram

teamunder

theIndividuals

with

Disabilities

Education

Act

andthis

part.

Authority

The

provisionsof

this§

4.51am

endedunder

sections121,

2603-Band

2604-Bof

thePublic

SchoolC

odeof

1949(24

P.S.§§

1-121,26-2603-B

and26-2604-B

).

Source

The

provisionsof

this§

4.51am

endedFebruary

15,2008,

effectiveFebruary

16,2008,

38Pa.B

.872;

amended

January8,2010,effective

January9,2010,40

Pa.B.240;

amended

February28,2014,

effectiveM

arch1,

2014,44

Pa.B.

1131.Im

mediately

precedingtext

appearsat

serialpages

(346987)to

(346990)and

(367031)to

(367032).

Cross

References

This

sectioncited

in22

Pa.Code

§4.24

(relatingto

highschool

graduatingrequirem

ents);22

Pa.Code

§4.51b

(relatingto

Keystone

Exam

s);22

Pa.Code

§14.105

(relatingto

personnel);and

22Pa.C

ode§

19.1a(relating

togeneral

provisions).

§4.51a

.P

ennsylvaniaSystem

ofSchoolA

ssessment.

(a)A

llPSSA

assessments

administered

inE

nglishL

anguageA

rts,Mathem

at-ics,and

Scienceand

Technologyand

Environm

entandE

cologyw

illbestandards-

basedand

criterionreferenced

andinclude

essayor

open-endedresponse

items

inaddition

toother

itemform

ats.The

proportionof

typeof

items

will

varyby

gradelevel.

The

criteriafor

judgingperform

anceon

PSSAassessm

entsare

asfollow

s:(1)

Performance

onPSSA

English

Language

Arts

assessments

shallbe

demonstrated

bystudents’

responsesto

comprehension

questionsabout

age-appropriate

readingpassages,

bytheir

written

responsesto

in-depthcom

pre-hension

questionsabout

thepassages

andby

thequality

oftheir

written

com-

positionson

avariety

oftopics

andm

odesof

writing.

(2)Perform

anceon

PSSAm

athematics

assessments

shallbe

demonstrated

bystudents’

responsesto

questionsabout

grade-appropriatecontent

andby

thequality

oftheir

responsesto

questionsthat

requirea

written

solutionto

aprob-

lem.

(3)Perform

anceon

PSSAscience

assessments

shallbe

demonstrated

bystudents’

responsesto

gradeappropriate

contentand

bythe

qualityof

their

22§

4.51aSTA

TE

BO

AR

DO

FE

DU

CA

TIO

NPt.

I

4-32(404272)

No.559

Jun.21

Copyright

�2021

Com

monw

ealthof

Pennsylvania

responsesto

questionsthat

demonstrate

knowledge

ofeach

categoryof

thestandards

forscience

andtechnology

andenvironm

entand

ecology.(4)

Perform

ancelevels

shallbe

advanced,proficient,

basicand

belowbasic.In

consultationw

itheducators,students,parents

andcitizens,the

Depart-

ment

will

developand

recomm

endto

theB

oardfor

itsapproval

specificcrite-

riafor

advanced,proficient,

basicand

belowbasic

levelsof

performance.

(b)T

heD

epartment

will

developor

causeto

bedeveloped

PSSAassessm

entsbased

onPennsylvania

Core

Standardsin

Mathem

aticsand

English

Language

Arts

under§

4.12(relating

toacadem

icstandards)

andcontained

inA

ppendixA

-2and

academic

standardsin

Scienceand

Technologyand

Environm

entand

Ecology

under§

4.12and

containedin

Appendix

B.In

developingPSSA

assess-m

ents,the

Departm

entw

illconsult

with

educators,students,

parentsand

citizensregarding

thespecific

methods

ofassessm

ent.(c)

The

PSSAassessm

entsshall

beadm

inisteredannually

andinclude

assess-m

entsof

theState

academic

standardsin

Mathem

aticsand

English

Language

Arts

atgrades

3through

8,and

inScience

andTechnology

andE

nvironment

andE

cologyat

grades4

and8.

Authority

The

provisionsof

this§

4.51aissued

undersections

121,2603-Band

2604-Bof

thePublic

SchoolC

odeof

1949(24

P.S.§§

1-121,26-2603-B

and26-2604-B

).

SourceT

heprovisions

ofthis

§4.51a

adoptedFebruary

28,2014,effectiveM

arch1,2014,44

Pa.B.1131.

Cross

References

This

sectioncited

in22

Pa.Code

§4.21

(relatingto

elementary

education:prim

aryand

interme-

diatelevels);

and22

Pa.Code

§4.24

(relatingto

highschool

graduationrequirem

ents).

§4.51b

.K

eystoneE

xams.

(a)T

heD

epartment

will

developor

causeto

bedeveloped

Keystone

Exam

sas

providedin

thissubsection.

(This

subsectionis

intendedby

theB

oardto

bea

continuationof

§4.51(f)

(relatingto

Stateassessm

entsystem

)as

publishedat

40Pa.B

.240(January

9,2010)and

referencedin

section102

ofthe

SchoolCode

(24P.S.

§1-102).)

(1)T

hreeassessm

entsaligned

with

theM

athematics

standards,contained

inA

ppendixA

-2,that

assessthe

academic

contenttraditionally

includedin

Algebra

I,Algebra

IIand

Geom

etrycourses.

(2)Tw

oassessm

entsaligned

with

selectE

nglishL

anguageA

rtsstandards,

containedin

Appendix

A-2

thatassess

academic

contenttraditionally

includedin

highschool

literatureand

composition

courses.(3)

Three

assessments

alignedw

ithselect

History

andC

ivicsand

Govern-

ment

standards,contained

inA

ppendixC

,that

assesscontent

traditionallyincluded

inhigh

schoollevelA

merican

History,W

orldH

istoryand

Civics

andG

overnment

courses.(4)

Two

assessments

alignedw

ithselect

standardsfor

Scienceand

Tech-nology

andE

nvironment

andE

cology,contained

inA

ppendixB

,that

assessacadem

iccontent

traditionallyincluded

inhigh

schoollevel

Biology

andC

hemistry

courses.(b)

Keystone

Exam

sshall

beoffered

atleast

threetim

eseach

year:once

eachin

thefall,

springand

summ

er.

Ch.

4A

CA

DE

MIC

STAN

DA

RD

SA

ND

ASSE

SSME

NT

S22

§4.51b

4-33(371101)

No.

474M

ay14

(c)K

eystoneE

xams

shallbe

administered,

reviewed

andscored

sothat

scoresfor

candidatesfor

graduationare

providedto

schoolsno

laterthan

10cal-

endardays

priorto

graduation.Aschool

district,AV

TS

orcharter

school,includ-

inga

cybercharter

school,may

requesttheD

epartmentto

approvealternative

testadm

inistrationand

scoringtim

efram

es.T

heD

epartment

will

publishguidelines

andprocedures

forapproving

alternativetest

administration

andscoring

time

frames

onits

web

site.T

heguidelines

will

providefor

approvalof

allrequests

unlessthe

approvalis

contraryto

standardsof

testvalidity

andscoring.

(d)A

studentshall

beperm

ittedto

retakeany

Keystone

Exam

,or

Keystone

Exam

module,

inw

hichthe

studentdid

notscore

proficientor

aboveat

thenext

availabletesting

date,so

longas

thestudent

hasparticipated

ina

satisfactorym

annerin

supplemental

instructionas

providedunder

§4.24(k)

(relatingto

highschool

graduationrequirem

ents)and

subsection(f).

There

isnot

alim

iton

thenum

berof

times

astudent

who

didnot

scoreproficient

ona

Keystone

Exam

isperm

ittedto

retakethe

Keystone

Exam

orK

eystoneE

xamm

odule.Astudentw

hohas

achieveda

scoreof

proficientor

advancedon

aK

eystoneE

xamis

notper-

mitted

toretake

theexam

.(e)

Each

Keystone

Exam

will

bedesigned

inm

odulesthat

reflectdistinct,

relatedacadem

iccontent

thatis

comm

onto

thetraditional

progressionof

course-w

orkto

allowstudents

who

donot

scoreproficient

orabove

toretake

thosepor-

tionsof

thetest

inw

hichthey

didnot

scoreproficient

orabove.

(f)A

studenttaking

Keystone

Exam

s,or

Keystone

Exam

modules,

who

didnot

scoreproficient

ona

Keystone

Exam

,or

Keystone

Exam

module,

shallbe

providedsupplem

entalinstruction

consistentw

iththe

student’seducational

pro-gram

bythe

student’sschool

district,AV

TS

orcharter

school,including

acyber

charterschool,

untilthe

studentcan

demonstrate

proficiencyin

thesubject

areaor

thestudent

beginsa

project-basedassessm

entprovided

in§

4.51c(relating

toproject-based

assessment).

(g)Perform

ancelevels

forK

eystoneE

xams

shallbe

setat

theadvanced,pro-

ficient,basic

andbelow

basiclevels.

Inconsultation

with

thePerform

anceL

evelA

dvisoryC

omm

ittee,the

Departm

entw

illdevelop

andrecom

mend

tothe

Board

forits

approvalperform

ancelevel

descriptorsand

performance

levelcut

scoresfor

theK

eystoneE

xams

andany

alternativeassessm

entsdeveloped

toassess

stu-dents

with

disabilitiesas

permitted

bythe

No

Child

Left

Behind

Act

of2001

(Pub.L

.N

o.107-110,

115Stat.

1425).The

Departm

entw

illuse

widely-accepted

psychometric

proceduresto

establishthe

cutscores.C

utscores

shallbe

presentedat

apublic

meeting

ofthe

Board

forits

reviewat

least2

weeks

priorto

sched-uled

Board

actionon

thecut

scores.(h)

The

Departm

entw

illprovide

guidanceto

schooldistricts,

AV

TSs

andcharter

schools,including

cybercharter

schools,as

tothe

appropriateaccom

mo-

dationsschoolentities

shallprovideto

studentsw

ithdisabilities,students

who

aregifted

andE

nglishlanguage

learners,w

henappropriate.

(i)B

eginningin

the2012-2013

schoolyear,

Keystone

Exam

sin

thefollow

-ing

subjectsw

illbe

developedby

theD

epartment

andm

adeavailable

foruse

byschool

districts,AV

TSs

andcharter

schools,including

cybercharter

schools,for

thepurpose

ofassessing

highschool

graduationrequirem

entsin

§4.24(c)(1)(iii):

Algebra

IL

iteratureB

iology

22§

4.51bSTA

TE

BO

AR

DO

FE

DU

CA

TIO

NPt.

I

4-34(371102)

No.474

May

14C

opyright�

2014C

omm

onwealth

ofP

ennsylvania

(j)Subject

tofunding

appropriatedby

theG

eneralA

ssembly

fordevelop-

mentof

theexam

sand

relatedproject-based

assessments

andvalidation

ofrelated

localassessm

ents,K

eystoneE

xams

inthe

following

subjectsw

illbe

developedby

theD

epartment

andm

adeavailable

foruse

byschool

districts,A

VT

Ssand

charterschools,including

cybercharter

schools,forthe

purposeof

assessinghigh

schoolgraduationrequirem

entsin

§4.24(c)(1)(iii)

inaccordance

with

thefollow

-ing

schedule:School

Year

2015-2016E

nglishC

omposition

SchoolY

ear2016-2017

Civics

andG

overnment

(1)D

uringthe

2014-2015school

year,school

districts,AV

TSs

andcharter

schools,including

cybercharter

schools,shall

administer

theK

eystoneE

xamin

English

Com

positionfor

thepurpose

ofgathering

datato

setperform

ancelevel

cutscores

forthe

exam.

(2)D

uringthe

2015-2016school

year,school

districts,AV

TSs

andcharter

schools,including

cybercharter

schools,shall

administer

theK

eystoneE

xamin

Civics

andG

overnment

forthe

purposeof

gatheringdata

toset

performance

levelcut

scoresfor

theexam

.(k)

Subjectto

fundingappropriated

bythe

General

Assem

blyfor

develop-m

entof

theexam

s,K

eystoneE

xams

inthe

following

subjectsw

illbe

developedby

theD

epartment

andm

adeavailable

forvoluntary

useby

schooldistricts,

AV

TSs

andcharter

schools,including

cybercharter

schools,in

accordancew

iththe

following

schedule:School

Year

2016-2017G

eometry

SchoolY

ear2017-2018

U.S.

History

SchoolY

ear2018-2019

Algebra

IISchool

Year

2019-2020C

hemistry

SchoolY

ear2020-2021

World

History

(l)T

heD

epartment

will

seekto

havethe

Keystone

Exam

sapproved

asthe

highschool

levelsingle

accountabilitysystem

underthe

No

Child

Left

Behind

Act

of2001.

Upon

approvalby

theU

nitedStates

Departm

entof

Education,

theA

lgebraI

andL

iteratureexam

sw

illbe

usedto

determine

adequateyearly

prog-ress

atthe

highschool

level.T

heB

iologyK

eystoneE

xamw

illbe

usedas

thehigh

schoollevel

scienceassessm

ent,w

hichis

nota

factorin

determining

adequateyearly

progress.If

theK

eystoneE

xams

receiveapproval

asthe

highschool

levelaccountability

measure,

schooldistricts,A

VT

Ssand

charterschools,

includingcyber

charterschools,

shalladm

inisterthe

Literature,

Algebra

Iand

Biology

exams

asend-of-course

testsin

thegrade

levelin

which

studentscom

-plete

therelevant

coursework.

(m)

The

11thgrade

PSSAexam

sin

Reading,W

riting,Math

andScience

shallbe

discontinuedupon

implem

entationof

theK

eystoneE

xams

asthe

approvedassessm

entsystem

undersection

1111(b)(2)(C)

ofthe

No

Child

Left

Behind

Act

of2001

(20U

.S.C.A

.§

6311(b)(2)(C)).

(n)A

tleast

onceevery

5years,the

Departm

entw

illcontract

with

aqualified,

independentresearch

organizationto

performa

validitystudy

ofthe

Keystone

Exam

susing

generallyaccepted

educationresearch

standards.T

hesestudies

will

determine,

ata

minim

um,

thedegree

tow

hichthe

Keystone

Exam

sand

perfor-m

ancelevel

cutscores

arevalid

forthe

purposesfor

which

theyare

used;aligned

with

Stateacadem

icstandards;

alignedw

ithperform

ancelevels

ofother

states;

Ch.

4A

CA

DE

MIC

STAN

DA

RD

SA

ND

ASSE

SSME

NT

S22

§4.51b

4-35(371103)

No.

474M

ay14

internationallybenchm

arked;and

predictcollege

andcareer

success.In

addition,all

Keystone

Exam

s,performance

leveldescriptors

andcut

scoresw

illbe

subjectto

thebest

availableform

sof

content,criterion

andconsequential

validation.(o)

The

Departm

entw

illestablish

aState

Assessm

entV

alidationA

dvisoryC

omm

ittee(C

omm

ittee).The

Com

mittee

will

advisethe

Departm

enton

itsplans

toconduct

thevalidity

studyand

reviewand

providefeedback

onits

findings.(p)

The

Departm

entand

theC

omm

itteew

illinvestigate

theuse

ofa

certifi-cate

basedon

industryapproved

standardsand

performance

onan

NO

CT

Iexam

asan

alternativepathw

ayto

graduationand

will

make

areport

andrecom

menda-

tionto

theB

oardby

January10,

2011.

Authority

The

provisionsof

this§

4.51bissued

undersections

121,2603-Band

2604-Bof

thePublic

SchoolC

odeof

1949(24

P.S.§§

1-121,26-2603-B

and26-2604-B

).

SourceT

heprovisions

ofthis

§4.51b

adoptedFebruary

28,2014,effectiveM

arch1,2014,44

Pa.B.1131.

Cross

References

This

sectioncited

in22

Pa.Code

§4.4

(relatingto

generalpolicies);

22Pa.C

ode§

4.24(relating

tohigh

schoolgraduation

requirements);

22Pa.C

ode§

4.51c(relating

toproject-based

assessment);

and22

Pa.Code

§4.51d

(relatingto

waivers).

§4.51c.

Project-based

assessment.

(a)T

heD

epartment

will

developa

project-basedassessm

entsystem

thatis

alignedw

iththe

modules

forthe

Keystone

Exam

sin

Literature,A

lgebraI,

Biol-

ogy,C

omposition,

andC

ivicsand

Governm

entfor

studentsw

hoare

unableto

demonstrate

proficiencyon

aK

eystoneE

xamor

Keystone

Exam

module,

orif

§4.4(d)(4)

(relatingto

generalpolicies)

applies.(b)

The

project-basedassessm

entsystem

shallbe

administered

byschools

andscored

byStatew

idepanels

composed

ofteachers,

principalsand

curriculumspecialists

assembled

bythe

Departm

ent.The

Statewide

reviewpanels

shallscorestudent

projectsaccording

toscoring

protocolsand

rubricsdeveloped

bythe

Departm

ent.(c)

Astudent

ingrade

12w

hohas

notdem

onstratedproficiency

ona

Key-

stoneE

xamor

Keystone

Exam

module

may

qualifyto

participatein

oneor

more

project-basedassessm

entsif

thestudent

hasm

etthe

following

conditions:(1)

Has

takenthe

course.(2)

Has

met

theattendance

requirements

ofthe

schooldistrict,

AV

TS

orcharter

school,including

acyber

charterschool.

(3)H

asparticipated

ina

satisfactorym

annerin

supplemental

instructionalservices

consistentw

iththe

student’seducational

programprovided

bythe

schooldistrict,

AV

TS

orcharter

school,including

acyber

charterschool,

asprovided

under§§

4.24(k)and

4.51b(f)(relating

tohigh

schoolgraduation

requirements;

andK

eystoneE

xams).

(d)A

studentbelow

grade12

who

hasnot

demonstrated

proficiencyon

aK

eystoneE

xamor

Keystone

Exam

module

afterat

leasttw

oattem

ptson

theexam

orm

odulem

ayqualify

toparticipate

inone

orm

oreproject-based

assess-m

entsif

thestudent

hasm

etthe

following

conditions:(1)

Has

takenthe

course.

22§

4.51cSTA

TE

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4-36(371104)

No.474

May

14C

opyright�

2014C

omm

onwealth

ofP

ennsylvania

(2)H

asm

etthe

attendancerequirem

entsof

theschool

district,A

VT

Sor

charterschool,

includinga

cybercharter

school.(3)

Has

participatedin

asatisfactory

manner

insupplem

entalinstructional

servicesconsistent

with

thestudent’s

educationalprogram

providedby

theschool

district,A

VT

Sor

charterschool,

includinga

cybercharter

school,as

providedunder

§§4.24(k)

and4.51b(f).

(e)A

studentto

whom

§4.4(d)(4)

appliesm

ayqualify

toparticipate

inone

orm

oreproject-based

assessments

ifthe

studenthas

met

thefollow

ingcondi-

tions:(1)H

astaken

thecourse.

(2)H

asm

etthe

attendancerequirem

entsof

theschool

district,A

VT

Sor

charterschool,

includinga

cybercharter

school.(f)

Successfulcom

pletionof

aproject-based

assessment

alignedto

theK

ey-stone

Exam

orK

eystoneE

xamm

oduleon

which

astudent

didnot

demonstrate

proficiencyshall

satisfythe

requirements

thatstudents

achieveproficiency

onthe

Keystone

Exam

sin

§4.24.

(g)A

studentenrolled

ina

Departm

ent-approvedcareer

andtechnical

educa-tion

programw

hohas

notdem

onstratedproficiency

ona

Keystone

Exam

orK

ey-stone

Exam

module

inB

iologym

ayqualify

toparticipate

ina

project-basedassessm

entin

Biology

ifthe

studenthas

met

thefollow

ingconditions:

(1)H

astaken

thecourse.

(2)H

asm

etthe

attendancerequirem

entsof

theschool

district,A

VT

Sor

charterschool,

includinga

cybercharter

school.

Authority

The

provisionsof

this§

4.51cissued

undersections

121,2603-Band

2604-Bof

thePublic

SchoolC

odeof

1949(24

P.S.§§

1-121,26-2603-B

and26-2604-B

).

SourceT

heprovisions

ofthis

§4.51c

adoptedFebruary

28,2014,effectiveM

arch1,2014,44

Pa.B.1131.

Cross

References

This

sectioncited

in22

Pa.Code

§4.51b

(relatingto

Keystone

Exam

s);and

22Pa.C

ode§

4.51d(relating

tow

aivers).

§4.51d

.W

aivers.A

chiefschooladm

inistrator,inhis

solediscretion,m

ayw

aivethe

requirements

in§

4.24(relating

tohigh

schoolgraduation

requirements)

ona

case-by-casebasis

forgood

cause.Waivers

may

begranted

fora

studentin

grade12

who

was

notsuccessful

incom

pletinga

project-basedassessm

entas

providedin

§4.51c

(relatingto

project-basedassessm

ent),or

toaccom

modate

astudent

who

experi-ences

extenuatingcircum

stances(including

seriousillness,

deathin

imm

ediatefam

ily,fam

ilyem

ergency,frequent

transfersin

schoolsor

transferfrom

anout-

of-Stateschool

ingrade

12).(1)

Priorto

grantinga

waiver,a

chiefschooladm

inistratorshallcertify

thatthe

studentm

eetsthe

following

criteria:(i)

Has

met

thelocal

requirements

ofthe

schooldistrict,A

VT

Sor

char-ter

school,including

acyber

charterschool,

forgraduation,

exceptfor

dem-

onstrationof

proficiencyof

therequirem

entsin

§4.24(c)(1)(iii)(A

)for

which

thew

aiveris

beingrequested.

Ch.

4A

CA

DE

MIC

STAN

DA

RD

SA

ND

ASSE

SSME

NT

S22

§4.51d

4-37(371105)

No.

474M

ay14

(ii)H

asnot

demonstrated

proficiencyon

aK

eystoneE

xamor

Keystone

Exam

module.

(iii)If

thestudent

isrequired

toparticipate

insupplem

entalinstruction

under§

4.24(k)and

§4.51b(f)

(relatingto

Keystone

Exam

s),has

partici-pated

ina

satisfactorym

annerin

supplemental

instructionalservices

consis-tent

with

thestudent’s

educationalprogram

providedby

theschool

district,A

VT

Sor

charterschool,

includinga

cybercharter

school.(iv)

Has

notsuccessfully

completed

aproject-based

assessment

alignedto

theK

eystoneE

xamor

Keystone

Exam

module

onw

hichthe

studentdid

notdem

onstrateproficiency.

(2)If

achief

schooladm

inistratoris

consideringgranting

waivers

form

orethan

10%of

studentsin

thegraduating

classof

aschool

district,AV

TS

orchar-

terschool,including

acyber

charterschool,because

thestudents

were

notsuc-

cessfulin

completing

aproject-based

assessment

asprovided

in§

4.51c,the

chiefschool

administrator

shallsubm

itan

actionplan

forapproval

bythe

Sec-retary

nolater

than10

calendardays

priorto

graduation.The

actionplan

must

identifyim

provements

theschool

district,AV

TS

orcharter

school,including

acyber

charterschool,

will

implem

entto

eachcourse

associatedw

iththe

Key-

stoneE

xamcontent

forw

hichthe

waivers

were

granted.(3)

The

chiefschool

administrator

ofeach

schooldistrict,A

VT

Sand

char-ter

school,includinga

cybercharter

school,shallannuallyreportto

theD

epart-m

entthe

number

ofw

aiversgranted

tostudents

inthe

most

recentgraduating

class,and

theD

epartment

will

annuallyreport

tothe

Board

thenum

berof

waivers

grantedby

eachschool

district,AV

TS

andcharter

school,including

acyber

charterschool.

(4)T

hew

aiverprocess

describedin

thissection

doesnot

conferan

indi-vidual

righton

anystudent.

(5)T

hedecision

ofa

chiefschool

administrator

concerninga

waiver

requestis

notan

adjudication.(6)

Disapproval

ofthe

actionplan

requiredunder

paragraph(2)

doesnot

conferan

individualright

onany

studentrelative

toa

waiver

determination

made

bya

chiefschool

administrator.

Authority

The

provisionsof

this§

4.51dissued

undersections

121,2603-Band

2604-Bof

thePublic

SchoolC

odeof

1949(24

P.S.§§

1-121,26-2603-B

and26-2604-B

).

Source

The

provisionsof

this§

4.51dadopted

February28,2014,effective

March

1,2014,44Pa.B

.1131.

§4.52

.L

ocalassessm

entsystem

.(a)

Each

schoolentity

shalldesign

anassessm

entsystem

todo

thefollow

ing:(1)

Determ

inethe

degreeto

which

studentsare

achievingacadem

icstan-

dardsunder

§4.12

(relatingto

academic

standards).T

heschool

entityshall

provideassistance

tostudents

notattaining

academic

standardsat

theproficient

levelor

better.(2)

Use

assessment

resultsto

improve

curriculumand

instructionalprac-

ticesand

toguide

instructionalstrategies.

22§

4.52STA

TE

BO

AR

DO

FE

DU

CA

TIO

NPt.

I

4-38(371106)

No.474

May

14C

opyright�

2014C

omm

onwealth

ofP

ennsylvania

(3)P

rovideinform

ationrequested

bythe

Departm

entregarding

theachievem

entof

academic

standards,butw

hichdoes

notinclude

studentnam

es,identification

numbers

orindividually

identifiableinform

ation.

(4)Provide

summ

aryinform

ation,including

resultsof

assessments

underthis

section,to

thegeneral

publicregarding

theachievem

entof

students,but

which

doesnot

includestudent

names,

identificationnum

bersor

individuallyidentifiable

information.

(b)T

helocal

assessment

systemshall

beapproved

bythe

boardof

schooldirectors,

atm

inimum

,once

every6

yearsand

implem

entedno

laterthan

1year

afterthe

approvaldate.

(c)T

helocal

assessment

systemshall

bedesigned

toinclude

avariety

ofassessm

entstrategies

which

may

includethe

following:

(1)W

rittenw

orkby

students.

(2)Scientific

experiments

conductedby

students.

(3)W

orksof

artor

musical,

theatricalor

danceperform

ancesby

students.

(4)O

therdem

onstrations,perform

ances,products

orprojects

bystudents

relatedto

specificacadem

icstandards.

(5)E

xaminations

developedby

teachersto

assessspecific

academic

stan-dards.

(6)N

ationally-availableachievem

enttests.

(7)D

iagnosticassessm

ents.

(8)E

valuationsof

portfoliosof

studentw

orkrelated

toachievem

entof

academic

standards.

(9)O

therm

easuresas

appropriate,w

hichm

ayinclude

standardizedtests.

(d)Individual

testinform

ationshall

bem

aintainedin

astudent’s

educationalrecord

ina

manner

consistentw

ithsection

444of

theFam

ilyE

ducationalR

ightsand

PrivacyA

ctof

1974(20

U.S.C

.A.

§1232g)

and34

CFR

Part99

(relatingto

family

educationalrights

andprivacy).

(e)C

hildrenw

ithdisabilities

shallbeincluded

inthe

localassessmentsystem

,w

ithappropriate

accomm

odations,w

hennecessary.

As

appropriate,the

schooldistrict,

includinga

charterschool,

includinga

cybercharter

school,or

AV

TS

shalldevelop

guidelinesfor

theparticipation

ofchildren

with

disabilitiesin

alter-nate

assessments

forthose

childrenw

hocannotparticipate

inthe

localassessment

asdeterm

inedby

eachchild’s

IndividualizedE

ducationProgram

teamunder

theIndividuals

with

Disabilities

Education

Act

andthis

part.

(f)T

heD

epartment

will

establisha

Local

Assessm

entV

alidationA

dvisoryC

omm

ittee(C

omm

ittee).T

heC

omm

itteew

illdevelop

thecriteria

forthe

localvalidation

processand

criteriafor

selectionof

approvedvalidation

entitiesas

providedin

§4.24(c)(1)(iii)(B

)(relating

tohigh

schoolgraduationrequirem

ents).T

heD

epartment,

inconsultation

with

theC

omm

ittee,w

illestablish

alist

ofenti-

tiesapproved

toperform

independentvalidations

oflocal

assessments.T

heC

om-

mittee

will

submit

itsrecom

mendations

forapproval

ordisapproval

tothe

Board.

The

Departm

entw

illpost

theapproved

criteria,selection

criteriaand

listof

approvedentities

onits

web

site.

Ch.

4A

CA

DE

MIC

STAN

DA

RD

SA

ND

ASSE

SSME

NT

S22

§4.52

4-39(371107)

No.

474M

ay14

Authority

The

provisionsof

this§

4.52am

endedunder

sections121,

2603-Band

2604-Bof

thePublic

SchoolC

odeof

1949(24

P.S.§§

1-121,26-2603-B

and26-2604-B

).

SourceT

heprovisions

ofthis

§4.52

amended

February15,

2008,effective

February16,

2008,38

Pa.B.

872;am

endedJanuary

8,2010,effectiveJanuary

9,2010,40Pa.B

.240;am

endedFebruary

28,2014,effective

March

1,2014,

44Pa.B

.1131.

Imm

ediatelypreceding

textappears

atserial

pages(367032)

and(346993).

Cross

References

This

sectioncited

in22

Pa.Code

§4.12

(relatingto

academic

standards);22

Pa.Code

§4.20

(relatingto

prekindergarteneducation);22

Pa.Code

§4.21

(relatingto

elementary

education:primary

andinterm

ediatelevels);

22Pa.C

ode§

4.24(relating

tohigh

schoolgraduation

requirements);

and22

Pa.Code

§14.105

(relatingto

personnel).

SCH

OO

LP

RO

FIL

ES

§4.61

.School

profiles.(a)

Schoolprofiles

developedby

theSecretary

will

includeinform

ationas

requiredunder

section220

ofthe

SchoolC

ode(24

P.S.§

2-220).(b)

The

Secretaryw

illprescribe

proceduresfor

reportingState

assessment

datato

schoolsand

comm

unities.(c)

The

Secretaryw

illm

akeavailable

tothe

public,and

reportto

thepublic

with

thesam

efrequency

andin

thesam

edetail

asfor

childrenw

hoare

nondis-abled,

alldata

asrequired

underthe

Individualsw

ithD

isabilitiesE

ducationA

ct.

Authority

The

provisionsof

this§

4.61am

endedunder

sections121,

2603-Band

2604-Bof

thePublic

SchoolC

odeof

1949(24

P.S.§§

1-121,26-2603-B

and26-2604-B

).

SourceT

heprovisions

ofthis

§4.61

amended

February15,

2008,effective

February16,

2008,38

Pa.B.

872;amended

February28,2014,effective

March

1,2014,44Pa.B

.1131.Imm

ediatelypreceding

textappears

atserial

pages(346993)

to(346994).

PR

OV

ISION

SR

EL

AT

ING

TO

OT

HE

RT

HA

NP

UB

LIC

SCH

OO

LS

§4.71

.C

ertificationby

principalof

nonpublicnonlicensed

school.E

lementary

orsecondary

nonpublicnonlicensed

schools,shall,

within

30days

ofbeginning

classes,file

anotarized

certificatew

iththe

Secretaryas

requiredby

section1327(b)(1)

and(2)

ofthe

SchoolC

ode(24

P.S.§13-1327(b)(1)

and(2))

inthe

formprescribed

bythe

Secretary.

§4.72

.C

redentialsother

thanthe

highschool

diploma.

The

requirements

fora

Com

monw

ealthsecondary

schooldiplom

aare

asfol-

lows:(1)

The

Com

monw

ealthsecondary

schooldiplom

am

aybe

issuedto

anapplicant

who

isa

residentof

thisC

omm

onwealth

anddoes

notpossess

asec-

ondaryschool

diploma

uponpresentation

ofevidence

offull

matriculation

and

22§

4.61STA

TE

BO

AR

DO

FE

DU

CA

TIO

NPt.

I

4-40(371108)

No.474

May

14C

opyright�

2014C

omm

onwealth

ofP

ennsylvania

thesatisfactory

completion

ofa

minim

umof

1full

yearor

30sem

esterhours

ofstudy

atan

accreditedinstitution

ofpostsecondary

education.(2)

Inaddition

tothe

provisionsof

paragraph(1),

theC

omm

onwealth

sec-ondary

schooldiplom

am

aybe

issuedto

anapplicant

who

isa

residentof

thisC

omm

onwealth,

doesnot

possessa

secondaryschool

diploma

andis

notenrolled

ina

public,licensedprivate,registered

accreditedor

licensednonpub-

licsecondary

schooluponearning

apassing

scoreas

determined

bythe

Depart-

ment

onthe

highschool

leveltests

ofG

eneralE

ducationalD

evelopment

(GE

D).

Aperson

18years

ofage

orolder

may

qualifyfor

GE

Dtesting

uponrequest.A

personbetw

een16

and18

yearsof

agem

ayqualify

forG

ED

testingupon

theissuance

ofa

courtorder

orat

thew

rittenrequest

ofone

ofthe

fol-low

ing:(i)

An

employer

who

requiresa

highschool

equivalencycredential

forjob

opportunities.(ii)

An

officialof

anaccredited

institutionof

postsecondaryeducation

which

acceptsapplicants

onthe

basisof

GE

Dtest

scores.(iii)

Arecruiting

officerof

abranch

ofthe

armed

forcesthat

requiresa

highschool

equivalencycredential

forentry

ofnew

recruits.(iv)

The

directorof

aState

institutionon

behalfof

residents,patients

orinm

ates.(3)

The

Departm

entw

illnot

ordinarilyissue

adiplom

auntil

afterthe

highschool

classof

which

theapplicant

was

am

ember

hasbeen

graduated.T

hisrestriction

may

bew

aivedby

theD

epartment

uponthe

recomm

endationof

theschool

districtfor

personsbetw

een16

and18

yearsof

agew

hom

eetthe

highereducation

orG

ED

requirements

forthe

secondaryschool

diploma.

Cross

References

This

sectioncited

in22

Pa.Code

§4.74

(relatingto

studentsin

specialsituations).

§4.73

.C

orrespondenceschools.

An

applicant18

yearsof

ageor

olderw

illbe

issueda

Certificate

ofPrelim

i-nary

Education

uponpresentation

tothe

Departm

entof

evidenceof

theissuance

ofa

highschooldiplom

aby

anaccredited

privatecorrespondence

schoollicensedor

approvedby

theState

Board

ofPrivate

Licensed

Schools.

§4.74

.Students

inspecial

situations.(a)

Aforeign

studentw

ithouteducational

credentialsm

ayearn

theC

omm

on-w

ealthsecondary

schooldiplom

aby

meeting

therequirem

entsunder

§4.72

(relatingto

credentialsother

thanthe

highschool

diploma).

(b)A

graduateof

asecondary

schoolin

anotherstate

which

isnot

onan

approvedlist

ofsecondary

schoolsm

ayearn

anappropriate

credentialby

passingan

examination

administered

bythe

educationagency

ofthat

stateor

byits

des-ignee

orby

meeting

therequirem

entsfor

theC

omm

onwealth

secondaryschool

diploma

under§

4.72.(c)

Creditgranted

bya

publicschoolin

thisC

omm

onwealth

shallbeaccepted

byall

publicschools

andinstitutions

inthis

Com

monw

ealthupon

thetransfer

ofa

student.

Ch.

4A

CA

DE

MIC

STAN

DA

RD

SA

ND

ASSE

SSME

NT

S22

§4.73

4-41(371109)

No.

474M

ay14

EN

FO

RC

EM

EN

TA

ND

IMP

LE

ME

NT

AT

ION

§4.81

.A

llegationsof

deficiencies.(a)

The

Secretaryw

illreceive

andinvestigate

allegationsof

curriculumdefi-

cienciesfrom

professionalem

ployees,comm

issionedofficers,parents

ofstudents

orother

residentsof

aschool

entity.(b)

The

Secretary

will

notifythe

schoolentity’s

superintendentor

chiefexecutive

ofallegations

andm

ayrequire

thesuperintendent

orchief

executiveto

submit

oneor

more

ofthe

following:

(1)R

elevantdescriptions

ofplanned

instruction.(2)

Aseries

ofw

rittenarticulated

coursesof

instructionalunits.

(3)R

elevantstudent

assessment

information.

(4)Inform

ationon

staffassignm

ents.(5)

Other

information

pertinentto

investigatinga

specificallegation.

(c)If

theSecretary

determines

thata

curriculumdeficiency

exists,theschool

entityshall

berequired

tosubm

itto

theSecretary

forapproval

aplan

tocorrect

thedeficiency.

(d)W

ithin1

yearof

theim

plementation

ofa

correctiveaction

planunder

subsection(c),

theSecretary

will

reviewthe

actionstaken

tocorrect

thedefi-

ciency.If

thedeficiency

remains

uncorrected,the

Secretaryw

illsend

aform

alnotice

ofdeficiency

tothe

governingboard

ofthe

schoolentity,

andthe

noticeshall

beannounced

atthe

meeting

ofthe

schoolentity’s

governingboard

imm

e-diately

following

itsreceipt.

(e)If

theschool

entitydoes

nottake

appropriateactions

tocorrect

thedefi-

ciencyafter

thenotice

ofdeficiency

isannounced,

theSecretary

will

takeaction

underState

law.

Authority

The

provisionsof

this§

4.81am

endedunder

thePublic

SchoolC

odeof

1949(24

P.S.26-2603-

B).

SourceT

heprovisions

ofthis

§4.81

amended

February15,

2008,effective

February16,

2008,38

Pa.B.

872.Im

mediately

precedingtext

appearsat

serialpage

(286559).

Notes

ofD

ecisions

InapplicableO

ffenseE

ducator’sargum

entthat

theoffensive

conductof

manufacturing

ofgrades

was

acurriculum

defi-ciency

thatshould

beresolved

underthe

Academ

icStandards

andA

ssessment

Chapter

ofthe

Adm

in-istrative

Code

ism

isplaced.The

conductis

properlyprosecuted

underthe

TeacherC

ertificationL

aw.

Seltzerv.

Departm

entof

Education,

782A

.2d48

(Pa.C

mw

lth.2001).

§4.82

.E

xceptions.(a)

The

Secretarym

aygrant

exceptionsto

specificprovisions

ofthis

chapterw

henit

isnecessary

toadapt

themto

thecurriculum

needsof

individualschool

entitiesor

tofacilitate

transitionto

therevised

provisionsof

thischapter.Specific

exceptionm

aybe

made

forschool

entitiesthat

developor

implem

entacadem

icstandards

thatare

comparable

toor

exceedthose

foundin

§4.12

(relatingto

academic

standards).E

xceptionsm

aybe

grantedunder

thefollow

ingconditions:

(1)T

herequest

foran

exceptionm

ustbe

inw

ritingand

includerelevant

information

supportingthe

needfor

theexception.

(2)T

heexception

will

bevalid

fora

limited

termnot

toexceed

2years.

22§

4.81STA

TE

BO

AR

DO

FE

DU

CA

TIO

NPt.

I

4-42(371110)

No.474

May

14C

opyright�

2014C

omm

onwealth

ofP

ennsylvania

(3)T

herequest

shallbe

made

priorto

initiatingthe

actionrequiring

approvaland

shallhave

theprior

approvalof

theboard

ofschool

directors.(b)

The

Secretaryw

illreport

annuallyto

theB

oardon

thenature

andstatus

ofrequests

forexceptions

underthis

section.

Authority

The

provisionsof

this§

4.82am

endedunder

thePublic

SchoolC

odeof

1949(24

P.S.26-2603-

B).

SourceT

heprovisions

ofthis

§4.82

amended

February15,

2008,effective

February16,

2008,38

Pa.B.

872.Im

mediately

precedingtext

appearsat

serialpages

(286559)to

(286560).

§4.83

.[R

eserved].

SourceT

heprovisions

ofthis

§4.83

reservedFebruary

15,2008,

effectiveFebruary

16,2008,

38Pa.B

.872.

Imm

ediatelypreceding

textappears

atserial

page(286560).

Ch.

4A

CA

DE

MIC

STAN

DA

RD

SA

ND

ASSE

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NT

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ay14

AP

PE

ND

IXA

[Reserved]

SourceT

heprovisions

ofthis

Appendix

Aadopted

January15,1999,effective

January16,1999,29

Pa.B.

399;reserved

bycorrection

July19,

2013,effective

June30,

2013,replaced

byA

ppendixA

-1,43

Pa.B.

4079,unless

otherwise

noted.Im

mediately

precedingtext

appearsat

serialpages

(252345)to

(252422)and

(286561)to

(286562).

AP

PE

ND

IXA

-1

[Reserved]

SourceT

heprovisions

ofthis

Appendix

A-1

renumbered

fromA

ppendixB

adoptedO

ctober15,

2010,effective

July1,

2013,40

Pa.B.

5903;correction

publishedat

43Pa.B

.4079;

reservedFebruary

28,2014,

effectiveM

arch1,

2014,44

Pa.B.

1131,unless

otherwise

noted.Im

mediately

precedingtext

appearsat

serialpages

(367438)and

(353099)to

(353316).

AP

PE

ND

IXA

-2P

ennsylvaniaC

oreStandards

forE

nglishL

anguageA

rtsand

Mathem

atics

Pennsylvania

Core

Standardsfor

English

Language

Arts

Grades

Pre

K-5

Authority

The

provisionsof

thisA

ppendixA

-2issued

undersections

121,2603-B

and2604-B

ofthe

PublicSchool

Code

of1949

(24P.S.

§§1-121,

26-2603-Band

26-2604-B),

unlessotherw

isenoted.

SourceT

heprovisions

ofthis

Appendix

A-2

adoptedFebruary

28,2014,effectiveM

arch1,2014,44

Pa.B.

1131,unless

otherwise

noted.

Cross

References

This

appendixcited

in22

Pa.Code

§4.12

(relatingto

academic

standards);22

Pa.Code

§4.24

(relatingto

highschool

graduationrequirem

ents);22

Pa.Code

§4.51

(relatingto

stateassessm

entsystem

);22

Pa.Code

§4.51a

(relatingto

PennsylvaniaSystem

ofSchool

Assessm

ent);and

22Pa.C

ode§

4.51b(relating

toK

eystoneE

xams).

INT

RO

DU

CT

ION

These

standardsdescribe

what

studentsshould

knowand

beable

todo

with

theE

nglishlanguage,

prekindergartenthrough

Grade

12.T

hestandards

providethe

targetsfor

instructionand

studentlearning

essentialfor

successin

allacadem

icareas,not

justlanguage

artsclassroom

s.Although

thestandards

arenot

acurricu-

lumor

aprescribed

seriesof

activities,school

entitiesw

illuse

themto

developa

localschool

curriculumthat

will

meet

localstudents’

needs.Five

standardcategories

aredesigned

toprovide

aPre

K-12

continuumto

reflectthe

demands

ofa

college-and

career-readygraduate:

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Standard1:

Foundational

Skillsbegin

atprekindergarten

andfocus

onearly

childhood,w

ithsom

estandards

reflectedthrough

Grade

5.T

hesefoundational

skillsare

anecessary

andim

portantcom

ponentof

aneffective,

comprehensive

readingprogram

designedto

developproficient

readersw

iththe

capacityto

comprehend

text,both

literaryand

informational,

acrossdisciplines.

Standard2:

Reading

Informational

Textenables

studentsto

read,understand,

andrespond

toinform

ationaltext.

Standard3:

Reading

Literature

enablesstudents

toread,

understand,and

respondto

works

ofliterature.

Standard4:

Writing

developsthe

skillsof

informational,

argumentative,

andnarrative

writing,

asw

ellas

theability

toengage

inevidence-based

analysisof

textand

research.

Standard5:

Speakingand

Listening

focusesstudents

oncom

munication

skillsthat

enablecritical

listeningand

effectivepresentation

ofideas.

With

afocus

oncollege

andcareer

readiness,the

instructionalshifts

asreflected

inC

omm

onC

oreare

evidentthroughout

thePA

Core

Standards:

•B

alancingthe

readingof

informational

andliterary

textsso

thatstudents

canaccess

nonfictionand

authentictexts,

asw

ellas

literature

•Focusing

onclose

andcareful

readingof

textso

thatstudents

arelearning

fromthe

text

•B

uildinga

staircaseof

complexity

(i.e.,eachgrade

levelrequires

a‘‘step’’of

growth

onthe

‘‘staircase’’)so

thatstudents

graduatecollege

orcareer

ready

•Supporting

writing

fromsources

(i.e.,using

evidencefrom

textto

informor

make

anargum

ent)so

thatstudentsuse

evidenceand

respondto

theideas,events,

facts,and

arguments

presentedin

thetexts

theyread

•Stressing

anacadem

icallyfocused

vocabularyso

thatstudents

canaccess

more

complex

texts

The

English

Language

Arts

Standardsalso

provideparents

andcom

munity

mem

bersw

ithinform

ationabout

what

studentsshould

knowand

beable

todo

asthey

progressthrough

theeducational

programand

atgraduation.

With

aclearly

definedtarget

providedby

thestandards,

parents,students,

educators,and

com-

munity

mem

bersbecom

epartners

inlearning.

Each

standardim

pliesan

end-of-year

goal—w

iththe

understandingthat

exceedingthe

standardis

aneven

more

desirableend

goal.

Note:

The

Aligned

Eligible

Content

isdisplayed

with

thestandard

statement.

On

theStandard

Aligned

Systemportal,

itis

alive

link.

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TA

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EO

FC

ON

TE

NT

SF

oundationalSkills

(Pre

K-5)

.....................................1.1

Studentsgain

aw

orkingknow

ledgeof

conceptsof

print,alphabetic

principle,and

otherbasic

conventions.T

hesefoundational

skillsare

notan

endin

andof

themselves;

rather,students

applythem

aseffective

readers.•

Book

Handling

•Print

Concepts

•PhonologicalA

wareness

•Phonics

andW

ordR

ecognition•

FluencyR

eadingInform

ationalText

.......................................1.2

Studentsread,

understand,and

respondto

informational

text—w

ithan

empha-

sison

comprehension,

vocabularyacquisition,

andm

akingconnections

among

ideasand

between

textsw

itha

focuson

textualevidence.

•K

eyIdeas

andD

etails•

Craft

andStructure

•Integration

ofK

nowledge

andIdeas

•V

ocabularyA

cquisitionand

Use

•R

angeof

Reading

Reading

Literature...............................................

1.3Students

readand

respondto

works

ofliterature—

with

emphasis

oncom

pre-hension,

vocabularyacquisition,

andm

akingconnections

among

ideasand

between

textsw

ithfocus

ontextual

evidence.•

Key

Ideasand

Details

•C

raftand

Structure•

Integrationof

Know

ledgeand

Ideas•

Vocabulary

Acquisition

andU

se•

Range

ofR

eadingW

riting........................................................

1.4Students

write

fordifferent

purposesand

audiences.Students

write

clearand

focusedtext

toconvey

aw

ell-definedperspective

andappropriate

content.•

Informative/E

xplanatory•

Opinion/A

rgumentative

•N

arrative•

Response

toL

iterature•

Productionand

Distribution

ofW

riting•

Technologyand

Publication•

Conducting

Research

•C

redibility,R

eliability,and

Validity

ofSources

•R

angeof

Writing

Speakingand

Listening...........................................

1.5Students

presentappropriately

inform

alspeaking

situations,listen

critically,and

respondintelligently

asindividuals

orin

groupdiscussions.

•C

omprehension

andC

ollaboration•

Presentationof

Know

ledgeand

Ideas•

Integrationof

Know

ledgeand

Ideas•

Conventions

ofStandard

English

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1.1 Foundational SkillsStudents gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions.

Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Boo

kH

andl

ing CC.1.1.PK.A

Practiceappropriate bookhandling skills.

CC.1.1.K.AUtilize bookhanding skills.

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1.1 Foundational SkillsStudents gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions.

Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5Pr

int

Con

cept

s

CC.1.1.PK.BIdentify basicfeatures of print.• Differentiate

between numbersand letters andletters andwords.

• Recognize andname someuppercase andlowercase lettersof the alphabet.

CC.1.1.K.BDemonstrateunderstanding ofthe organizationand basic featuresof print.• Follow words

left to right, topto bottom, andpage by page.

• Recognize thatspoken wordsare representedin writtenlanguage byspecificsequences ofletters.

• Understand thatwords areseparated byspaces in print.

• Recognize andname alluppercase andlowercase lettersof the alphabet.

CC.1.1.1.BDemonstrateunderstanding ofthe organizationand basic featuresof print.• Recognize the

distinguishingfeatures of asentence.

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1.1 Foundational SkillsStudents gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions.

Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Phon

olog

ical

Aw

aren

ess

CC.1.1.PK.CDemonstrateunderstanding ofspoken words,syllables, andsounds(phonemes).• Recognize

rhyming wordsand when two ormore wordsbegin with thesame sound(alliteration).

• Count syllablesin spoken words.

• Segment single-syllable spokenwords.

• Isolate andpronounce initialsounds.

CC.1.1.K.CDemonstrateunderstanding ofspoken words,syllables, andsounds(phonemes).• Recognize and

produce rhymingwords.

• Count,pronounce,blend, andsegmentsyllables inspoken words.

• Blend andsegment onsetsand rimes ofsingle-syllablespoken words.

• Isolate andpronounce theinitial, medialvowel, and finalsound(phonemes) inthe three-phoneme (CVC)words.

CC.1.1.1.CDemonstrateunderstanding ofspoken words,syllables, andsounds(phonemes).• Distinguish long

from short vowelsounds in spokensingle-syllablewords.

• Count,pronounce,blend, andsegmentsyllables inspoken andwritten words.

• Orally producesingle-syllablewords, includingconsonant blendsand digraphs.

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1.1 Foundational SkillsStudents gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions.

Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

• Isolate andpronounceinitial, medialvowel, and finalsounds(phonemes) inspoken single-syllable words.

• Add or substituteindividualsounds(phonemes) inone-syllablewords to makenew words.

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1.1 Foundational SkillsStudents gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions.

Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Phon

ics

and

Wor

dR

ecog

nitio

n

CC.1.1.PK.DDevelop beginningphonics and wordskills.• Associate some

letters with theirnames andsounds.

• Identify familiarwords andenvironmentalprint.

CC.1.1.K.DKnow and applygrade-level phonicsand word analysisskills in decodingwords.• Demonstrate

basic knowledgeof one-to-oneletter-soundcorrespondence.

• Associate thelong and shortsounds withcommonspellings for thefive majorvowels.

• Read grade-levelhigh-frequencysight words withautomaticity.

• Distinguishbetweensimilarly spelledwords byidentifying thesounds of theletters that differ.

CC.1.1.1.DKnow and applygrade-level phonicsand word analysisskills in decodingwords.• Identify common

consonantdiagraphs,final-e, andcommon vowelteams.

• Decode one- andtwo-syllablewords withcommonpatterns.

• Read grade-levelwords withinflectionalendings.

• Read grade-appropriateirregularlyspelled words.

CC.1.1.2.DKnow and applygrade-level phonicsand word analysisskills in decodingwords.• Distinguish long

and short vowelswhen readingregularly spelledone-syllablewords.

• Decode two-syllable wordswith long vowelsand words withcommon prefixesand suffixes.

• Read grade-levelhigh-frequencysight words andwords withinconsistent butcommonspelling-soundcorrespondences.

CC.1.1.3.DKnow and applygrade-level phonicsand word analysisskills in decodingwords.• Identify and

know themeaning of themost commonprefixes andderivationalsuffixes.

• Decode wordswith commonLatin suffixes.

• Decodemultisyllablewords.

• Read grade-appropriateirregularlyspelled words.

CC.1.1.4.DKnow and applygrade-level phonicsand word analysisskills in decodingwords.• Use combined

knowledge of allletter-soundcorrespondences,syllabicationpatterns, andmorphology toread accuratelyunfamiliarmultisyllabicwords.

CC.1.1.5.DKnow and applygrade-level phonicsand word analysisskills in decodingwords.• Use combined

knowledge of allletter-soundcorrespondences,syllabicationpatterns, andmorphology toread accuratelyunfamiliarmultisyllabicwords.

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1.1 Foundational SkillsStudents gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions.

Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

• Read grade-appropriateirregularlyspelled words.

Flue

ncy

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CC.1.1.K.ERead emergent-reader text withpurpose andunderstanding.

CC.1.1.1.ERead withaccuracy andfluency to supportcomprehension.• Read on-level

text with purposeandunderstanding.

• Read on-leveltext orally withaccuracy,appropriate rate,and expressionon successivereadings.

• Use context toconfirm or self-correct wordrecognition andunderstanding,rereading asnecessary.

CC.1.1.2.ERead withaccuracy andfluency to supportcomprehension.• Read on-level

text with purposeandunderstanding.

• Read on-leveltext orally withaccuracy,appropriate rate,and expressionon successivereadings.

• Use context toconfirm or self-correct wordrecognition andunderstanding,rereading asnecessary.

CC.1.1.3.ERead withaccuracy andfluency to supportcomprehension.• Read on-level

text with purposeandunderstanding.

• Read on-leveltext orally withaccuracy,appropriate rate,and expressionon successivereadings.

• Use context toconfirm or self-correct wordrecognition andunderstanding,rereading asnecessary.

CC.1.1.4.ERead withaccuracy andfluency to supportcomprehension.• Read on-level

text with purposeandunderstanding.

• Read on-leveltext orally withaccuracy,appropriate rate,and expressionon successivereadings.

• Use context toconfirm or self-correct wordrecognition andunderstanding,rereading asnecessary.

CC.1.1.5.ERead withaccuracy andfluency to supportcomprehension.• Read on-level

text with purposeandunderstanding.

• Read on-leveltext orally withaccuracy,appropriate rate,and expressionon successivereadings.

• Use context toconfirm or self-correct wordrecognition andunderstanding,rereading asnecessary.

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1.2 Reading Informational TextStudents read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, andmaking connections among ideas and between texts with a focus on textual evidence.

Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Key

Idea

san

dD

etai

lsM

ain

Idea

CC.1.2.PK.AWith promptingand support, retellkey details of textthat support aprovided mainidea.

CC.1.2.K.AWith promptingand support,identify the mainidea and retell keydetails of text.

CC.1.2.1.AIdentify the mainidea and retell keydetails of text.

CC.1.2.2.AIdentify the mainidea of amultiparagraphtext as well as thefocus of specificparagraphs withinthe text.

CC.1.2.3.ADetermine themain idea of atext; recount thekey details andexplain how theysupport the mainidea.

E03.B-K.1.1.2

CC.1.2.4.ADetermine themain idea of a textand explain how itis supported bykey details;summarize thetext.

E04.B-K.1.1.2

CC.1.2.5.ADetermine two ormore main ideasin a text andexplain how theyare supported bykey details;summarize thetext.

E05.B-K.1.1.2

Key

Idea

san

dD

etai

lsTe

xtA

naly

sis

CC.1.2.PK.BAnswer questionsabout a text.

CC.1.2.K.BWith promptingand support,answer questionsabout key detailsin a text.

CC.1.2.1.BAsk and answerquestions aboutkey details in atext.

CC.1.2.2.BAsk and answerquestions such aswho, what, where,when, why, andhow todemonstrateunderstanding ofkey details in atext.

CC.1.2.3.BAsk and answerquestions aboutthe text and makeinferences fromtext; refer to textto supportresponses.

E03.B-K.1.1.1

CC.1.2.4.BRefer to detailsand examples intext to supportwhat the text saysexplicitly andmake inferences.

E04.B-K.1.1.1

CC.1.2.5.BCite textualevidence byquoting accuratelyfrom the text toexplain what thetext says explicitlyand makeinferences.

E05.B-K.1.1.1

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1.2 Reading Informational TextStudents read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, andmaking connections among ideas and between texts with a focus on textual evidence.

Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Key

Idea

san

dD

etai

lsTe

xtA

naly

sis

CC.1.2.PK.CWith promptingand support, makeconnectionsbetweeninformation in atext and personalexperiences.

CC.1.2.K.CWith promptingand support, makea connectionbetween twoindividuals, events,ideas, or pieces ofinformation in atext.

CC.1.2.1.CDescribe theconnectionbetween twoindividuals, events,ideas, or pieces ofinformation in atext.

CC.1.2.2.CDescribe theconnectionbetween a seriesof events,concepts, or stepsin a procedurewithin a text.

CC.1.2.3.CExplain how aseries of events,concepts, or stepsin a procedure isconnected within atext, usinglanguage thatpertains to time,sequence, andcause/effect.

E03.B-K.1.1.3

CC.1.2.4.CExplain events,procedures, ideas,or concepts in atext, includingwhat happenedand why, based onspecificinformation in thetext.

E04.B-K.1.1.3

CC.1.2.5.CExplain therelationships orinteractionsbetween two ormore individuals,events, ideas, orconcepts in a textbased on specificinformation in thetext.

E05.B-K.1.1.3

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ftan

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tof

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CC.1.2.3.DExplain the pointof view of theauthor.

E03.B-C.2.1.1

CC.1.2.4.DCompare andcontrast an eventor topic told fromtwo differentpoints of view.

E04.B-C.2.1.1

CC.1.2.5.DAnalyze multipleaccounts of thesame event ortopic, notingimportantsimilarities anddifferences in thepoint of view theyrepresent.

E05.B-C.2.1.1

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1.2 Reading Informational TextStudents read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, andmaking connections among ideas and between texts with a focus on textual evidence.

Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Cra

ftan

dSt

ruct

ure

Text

Stru

ctur

e

CC.1.2.PK.EIdentify the frontcover, back cover,and title page of abook.

CC.1.2.K.EIdentify parts of abook (title, author)and parts of a text(beginning, end,details).

CC.1.2.1.EUse various textfeatures and searchtools to locate keyfacts orinformation in atext.

CC.1.2.2.EUse various textfeatures and searchtools to locate keyfacts orinformation in atext efficiently.

CC.1.2.3.EUse text featuresand search tools tolocate andinterpretinformation.

E03.B-C.2.1.2

CC.1.2.4.EUse text structureto interpretinformation (e.g.,chronology,comparison, cause/effect, problem/solution).

E04.B-C.2.1.2

CC.1.2.5.EUse text structure,in and amongtexts, to interpretinformation (e.g.,chronology,comparison, cause/effect, problem/solution).

E05.B-C.2.1.2

Cra

ftan

dSt

ruct

ure

Voc

abul

ary

CC.1.2.PK.FWith promptingand support,answer questionsabout unfamiliarwords read aloudfrom a text.

CC.1.2.K.FWith promptingand support, askand answerquestions aboutunknown words ina text.

CC.1.2.1.FAsk and answerquestions to helpdetermine orclarify themeaning of wordsand phrases in atext.

CC.1.2.2.FDetermine themeaning of wordsand phrases asthey are used ingrade-level textincluding multiple-meaning words.

CC.1.2.3.FDetermine themeaning of wordsand phrases asthey are used ingrade-level text,distinguishingliteral fromnonliteral meaningas well as shadesof meaning amongrelated words.

E03.B-V.4.1.1E03.B-V.4.1.2

CC.1.2.4.FDetermine themeaning of wordsand phrases asthey are used ingrade-level text,includingfigurativelanguage.

E04.B-V.4.1.1E04.B-V.4.1.2

CC.1.2.5.FDetermine themeaning of wordsand phrases asthey are used ingrade-level text,includinginterpretation offigurativelanguage.

E05.B-V.4.1.1E05.B-V.4.1.2

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1.2 Reading Informational TextStudents read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, andmaking connections among ideas and between texts with a focus on textual evidence.

Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Inte

grat

ion

ofK

now

ledg

ean

dId

eas

Div

erse

Med

ia

CC.1.2.PK.GWith promptingand support,answer questionsto connectillustrations to thewritten word.

CC.1.2.K.GAnswer questionsto describe therelationshipbetweenillustrations andthe text in whichthey appear.

CC.1.2.1.GUse theillustrations anddetails in a text todescribe its keyideas.

CC.1.2.2.GExplain howgraphicrepresentationscontribute to andclarify a text.

CC.1.2.3.GUse informationgained from textfeatures todemonstrateunderstanding of atext.

E03.B-C.3.1.3

CC.1.2.4.GInterpret variouspresentations ofinformation withina text or digitalsource and explainhow theinformationcontributes to anunderstanding oftext in which itappears.

E04.B-C.3.1.3

CC.1.2.5.GDraw oninformation frommultiple print ordigital sources,demonstrating theability to locate ananswer to aquestion quicklyor to solve aproblemefficiently.

E05.B-C.3.1.3

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1.2 Reading Informational TextStudents read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, andmaking connections among ideas and between texts with a focus on textual evidence.

Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Inte

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CC.1.2.K.HWith promptingand support,identify thereasons an authorgives to supportpoints in a text.

CC.1.2.1.HIdentify thereasons an authorgives to supportpoints in a text.

CC.1.2.2.HDescribe howreasons supportspecific points theauthor makes in atext.

CC.1.2.3.HDescribe how anauthor connectssentences andparagraphs in atext to supportparticular points.

E03.B-C.3.1.1

CC.1.2.4.HExplain how anauthor usesreasons andevidence tosupport particularpoints in a text.

E04.B-C.3.1.1

CC.1.2.5.HDetermine how anauthor supportsparticular points ina text throughreasons andevidence.

E05.B-C.3.1.1

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CC.1.2.PK.IWith promptingand support,identify basicsimilarities anddifferencesbetween two textsread aloud on thesame topic.

CC.1.2.K.IWith promptingand support,identify basicsimilarities anddifferencesbetween two texts(read or readaloud) on the sametopic.

CC.1.2.1.IIdentify basicsimilarities in anddifferencesbetween two textson the same topic.

CC.1.2.2.ICompare andcontrast the mostimportant pointspresented by twotexts on the sametopic.

CC.1.2.3.ICompare andcontrast the mostimportant pointsand key detailspresented in twotexts on the sametopic.

E03.B-C.3.1.2

CC.1.2.4.IIntegrateinformation fromtwo texts on thesame topic todemonstrateunderstanding ofthat topic.

E04.B-C.3.1.2

CC.1.2.5.IIntegrateinformation fromseveral texts onthe same topic todemonstrateunderstanding ofthat topic.

E05.B-C.3.1.2

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1.2 Reading Informational TextStudents read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, andmaking connections among ideas and between texts with a focus on textual evidence.

Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

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CC.1.2.PK.JUse newvocabulary andphrases acquiredin conversationsand being read to.

CC.1.2.K.JUse words andphrases acquiredthroughconversations,reading, and beingread to, andresponding totexts.

CC.1.2.1.JUse words andphrases acquiredthroughconversations,reading, and beingread to, andresponding totexts, includingwords that signalconnections andrelationshipsbetween the wordsand phrases.

CC.1.2.2.JAcquire and usegrade-appropriateconversational,general academic,and domain-specific words andphrases.

CC.1.2.3.JAcquire and useaccurately grade-appropriateconversational,general academic,and domain-specific words andphrases, includingthose that signalspatial andtemporalrelationships.

E03.B-V.4.1.1E03.B-V.4.1.2

CC.1.2.4.JAcquire and useaccurately grade-appropriateconversational,general academic,and domain-specific words andphrases, includingthose that signalprecise actions,emotions, or statesof being and thatare basic to aparticular topic.

E04.B-V.4.1.1E04.B-V.4.1.2.

CC.1.2.5.JAcquire and useaccurately grade-appropriateconversational,general academic,and domain-specific words andphrases, includingthose that signalcontrast, addition,and other logicalrelationships.

E05.B-V.4.1.1E05.B-V.4.1.2.

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1.2 Reading Informational TextStudents read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, andmaking connections among ideas and between texts with a focus on textual evidence.

Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Voc

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Acq

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CC.1.2.PK.KWith promptingand support,clarify unknownwords or phrasesread aloud.

CC.1.2.K.KDetermine orclarify themeaning ofunknown ormultiple-meaningwords and phrasesbased upon grade-level reading andcontent.

CC.1.2.1.KDetermine orclarify themeaning ofunknown andmultiple-meaningwords and phrasesbased on grade-level reading andcontent.

CC.1.2.2.KDetermine orclarify themeaning ofunknown andmultiple-meaningwords and phrasesbased on grade-level reading andcontent, choosingfrom a range ofstrategies andtools.

CC.1.2.3.KDetermine orclarify themeaning ofunknown andmultiple-meaningwords and phrasesbased on grade-level reading andcontent, choosingflexibly from arange of strategiesand tools.

E03.B-V.4.1.1

CC.1.2.4.KDetermine orclarify themeaning ofunknown andmultiple-meaningwords and phrasesbased on grade-level reading andcontent, choosingflexibly from arange of strategiesand tools.

E04.B-V.4.1.1

CC.1.2.5.KDetermine orclarify themeaning ofunknown andmultiple-meaningwords and phrasesbased on grade-level reading andcontent, choosingflexibly from arange of strategiesand tools.

E05.B-V.4.1.1

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CC.1.2.PK.LWith promptingand support,actively engage ingroup readingactivities withpurpose andunderstanding.

CC.1.2.K.LActively engage ingroup readingactivities withpurpose andunderstanding.

CC.1.2.1.LRead andcomprehendliterary nonfictionand informationaltext on gradelevel, readingindependently andproficiently.

CC.1.2.2.LRead andcomprehendliterary nonfictionand informationaltext on gradelevel, readingindependently andproficiently.

CC.1.2.3.LRead andcomprehendliterary nonfictionand informationaltext on gradelevel, readingindependently andproficiently.

CC.1.2.4.LRead andcomprehendliterary nonfictionand informationaltext on gradelevel, readingindependently andproficiently.

CC.1.2.5.LRead andcomprehendliterary nonfictionand informationaltext on gradelevel, readingindependently andproficiently.

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1.3 Reading LiteratureStudents read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connectionsamong ideas and between texts with focus on textual evidence.

Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Key

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CC.1.3.PK.AWith promptingand support, retella familiar story insequence withpicture support.

CC.1.3.K.AWith promptingand support, retellfamiliar storiesincluding keydetails.

CC.1.3.1.ARetell stories,including keydetails, anddemonstrateunderstanding oftheir centralmessage or lesson.

CC.1.3.2.ARecount storiesand determine theircentral message,lesson, or moral.

CC.1.3.3.ADetermine thecentral message,lesson, or moral inliterary text;explain how it isconveyed in text.

E03.A-K.1.1.2

CC.1.3.4.ADetermine a themeof a text fromdetails in the text;summarize thetext.

E04.A-K.1.1.2

CC.1.3.5.ADetermine a themeof a text fromdetails in the text,including howcharacters in astory or dramarespond tochallenges or howthe speaker in apoem reflects upona topic; summarizethe text.

E05.A-K.1.1.2

Key

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CC.1.3.PK.BAnswer questionsabout a particularstory (who, what,how, when, andwhere).

CC.1.3.K.BAnswer questionsabout key detailsin a text.

CC.1.3.1.BAsk and answerquestions aboutkey details in atext.

CC.1.3.2.BAsk and answerquestions such aswho, what, where,when, why, andhow todemonstrateunderstanding ofkey details in atext.

CC.1.3.3.BAsk and answerquestions about thetext and makeinferences fromtext, referring totext to supportresponses.

E03.A-K.1.1.1

CC.1.3.4.BCite relevantdetails from text tosupport what thetext says explicitlyand makeinferences.

E04.A-K.1.1.1

CC.1.3.5.BCite textualevidence byquoting accuratelyfrom the text toexplain what thetext says explicitlyand makeinferences.

E05.A-K.1.1.1

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1.3 Reading LiteratureStudents read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connectionsamong ideas and between texts with focus on textual evidence.

Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Key

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CC.1.3.PK.CWith promptingand support,answer questionsto identifycharacters, settings,and major eventsin a story.

CC.1.3.K.CWith promptingand support,identify characters,settings, and majorevents in a story.

CC.1.3.1.CDescribecharacters, settings,and major eventsin a story, usingkey details.

CC.1.3.2.CDescribe howcharacters in astory respond tomajor events andchallenges.

CC.1.3.3.CDescribe charactersin a story andexplain how theiractions contributeto the sequence ofevents.

E03.A-K.1.1.3

CC.1.3.4.CDescribe in deptha character, setting,or event in a storyor drama, drawingon specific detailsin the text.

E04.A-K.1.1.3

CC.1.3.5.CCompare andcontrast two ormore characters,settings, or eventsin a story ordrama, drawing onspecific details inthe text.

E05.A-K.1.1.3

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CC.1.3.PK.DWith promptingand support, namethe author andillustrator of astory.

CC.1.3.K.DName the authorand illustrator of astory and definethe role of each intelling the story.

CC.1.3.1.DIdentify who istelling the story atvarious points in atext.

CC.1.3.2.DAcknowledgedifferences in thepoints of views ofcharacters,including byspeaking in adifferent voice foreach characterwhen readingdialogue aloud.

CC.1.3.3.DExplain the pointof view of theauthor.

E03.A-C.2.1.1

CC.1.3.4.DCompare andcontrast an eventor topic told fromtwo differentpoints of view.

E04.A-C.2.1.1

CC.1.3.5.DAnalyze multipleaccounts of thesame event ortopic, notingimportantsimilarities anddifferences in thepoint of view theyrepresent.

E05.A-C.2.1.1

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1.3 Reading LiteratureStudents read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connectionsamong ideas and between texts with focus on textual evidence.

Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

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Stru

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CC.1.3.PK.EWith promptingand support,recognize commontypes of text.

CC.1.3.K.ERecognizecommon types oftext.

CC.1.3.1.EExplain majordifferencesbetween books thattell stories andbooks that giveinformation,drawing on a widereading or range oftext types.

CC.1.3.2.EDescribe theoverall structure ofa story, includingdescribing how thebeginningintroduces thestory and theending concludesthe action.

CC.1.3.3.ERefer to parts oftexts when writingor speaking abouta text using suchterms as chapter,scene, and stanzaand describe howeach successivepart builds uponearlier sections.

CC.1.3.4.EExplain majordifferencesbetween poems,drama, and proseand refer to thestructural elementsof each whenwriting or speakingabout a text.

CC.1.3.5.EExplain how aseries of chapters,scenes, or stanzasfits together toprovide the overallstructure of aparticular story,drama, or poem.

Cra

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CC.1.3.PK.FAnswer questionsabout unfamiliarwords read aloudfrom a story.

CC.1.3.K.FAsk and answerquestions aboutunknown words ina text.

CC.1.3.1.FIdentify words andphrases in storiesor poems thatsuggest feelings orappeal to thesenses.

CC.1.3.2.FDescribe howwords and phrasessupply rhythm andmeaning in a story,poem, or song.

CC.1.3.3.FDetermine themeaning of wordsand phrases asthey are used ingrade-level text,distinguishingliteral fromnonliteral meaningas well as shadesof meaning amongrelated words.

E03.A-V.4.1.1E03.A-V.4.1.2

CC.1.3.4.FDetermine themeaning of wordsand phrases asthey are used ingrade-level text,includingfigurativelanguage.

E04.A-V.4.1.1E04.A-V.4.1.2

CC.1.3.5.FDetermine themeaning of wordsand phrases asthey are used ingrade-level text,includinginterpretation offigurativelanguage.

E05.A-V.4.1.1E05.A-V.4.1.2

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1.3 Reading LiteratureStudents read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connectionsamong ideas and between texts with focus on textual evidence.

Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Inte

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CC.1.3.PK.GDescribe picturesin books usingdetails.

CC.1.3.K.GMake connectionsbetween theillustrations andthe text in a story(read or readaloud).

CC.1.3.1.GUse illustrationsand details in astory to describecharacters, setting,or events.

CC.1.3.2.GUse informationfrom illustrationsand words, in printor digital text, todemonstrateunderstanding ofcharacters, setting,or plot.

CC.1.3.3.GExplain howspecific aspects ofa text’sillustrationscontribute to whatis conveyed by thewords in a story(e.g., create mood,emphasize aspectsof a character orsetting).

CC.1.3.4.GMake connectionsbetween the text ofa story or dramaand a visual ororal presentation ofthe text,identifying whereeach versionreflects specificdescriptions anddirections in thetext.

CC.1.3.5.GAnalyze howvisual andmultimediaelements contributeto the meaning,tone, or beauty ofa text (e.g., graphicnovel, multimediapresentation offiction, folktale,myth, poem).

Inte

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CC.1.3.PK.HAnswer questionsto compare andcontrast theadventures andexperiences ofcharacters infamiliar stories.

CC.1.3.K.HCompare andcontrast theadventures andexperiences ofcharacters infamiliar stories.

CC.1.3.1.HCompare andcontrast theadventures andexperiences ofcharacters instories.

CC.1.3.2.HCompare andcontrast two ormore versions ofthe same story bydifferent authors orfrom differentcultures.

CC.1.3.3.HCompare andcontrast thethemes, settings,and plots of storieswritten by thesame author aboutthe same or similarcharacters.

E03.A-C.3.1.1

CC.1.3.4.HCompare andcontrast similarthemes, topics, andpatterns of eventsin literature,including textsfrom differentcultures.

E04.A-C.3.1.1

CC.1.3.5.HCompare andcontrast texts inthe same genre ontheir approaches tosimilar themes andtopics as well asadditional literaryelements.

E05.A-C.3.1.1

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1.3 Reading LiteratureStudents read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connectionsamong ideas and between texts with focus on textual evidence.

Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Voc

abul

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Acq

uisi

tion

and

Use

Stra

tegi

es

CC.1.3.PK.IWith promptingand support, clarifyunknown words orphrases read aloud.

CC.1.3.K.IDetermine orclarify the meaningof unknown ormultiple-meaningwords and phrasesbased upon grade-level reading andcontent.

CC.1.3.1.IDetermine orclarify the meaningof unknown andmultiple-meaningwords and phrasesbased on grade-level reading andcontent.

CC.1.3.2.IDetermine orclarify the meaningof unknown andmultiple-meaningwords and phrasesbased on grade-level reading andcontent, choosingfrom a range ofstrategies andtools.

CC.1.3.3.IDetermine orclarify the meaningof unknown andmultiple-meaningwords and phrasesbased on grade-level reading andcontent, choosingflexibly from arange of strategiesand tools.

E03.A-V.4.1.1

CC.1.3.4.IDetermine orclarify the meaningof unknown andmultiple-meaningwords and phrasesbased on grade-level reading andcontent, choosingflexibly from arange of strategiesand tools.

E04.A-V.4.1.1

CC.1.3.5.IDetermine orclarify the meaningof unknown andmultiple-meaningwords and phrasesbased on grade-level reading andcontent, choosingflexibly from arange of strategiesand tools.

E05.A-V.4.1.1

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1.3 Reading LiteratureStudents read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connectionsamong ideas and between texts with focus on textual evidence.

Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Voc

abul

ary

Acq

uisi

tion

and

Use

CC.1.3.PK.JUse newvocabulary andphrases acquired inconversations andbeing read to.

CC.1.3.K.JUse words andphrases acquiredthroughconversations,reading, and beingread to, andresponding totexts.

CC.1.3.1.JUse words andphrases acquiredthroughconversations,reading, and beingread to, andresponding totexts, includingwords that signalconnections andrelationshipsbetween the wordsand phrases.

CC.1.3.2.JAcquire and usegrade-appropriateconversational,general academic,and domain-specific words andphrases.

CC.1.3.3.JAcquire and useaccurately grade-appropriateconversational,general academic,and domain-specific words andphrases, includingthose that signalspatial andtemporalrelationships.

E03.A-V.4.1.1E03.A-V.4.1.2

CC.1.3.4.JAcquire and useaccurately grade-appropriateconversational,general academic,and domain-specific words andphrases, includingthose that signalprecise actions,emotions, or statesof being and thatare basic to aparticular topic.

E04.A-V.4.1.1E04.A-V.4.1.2.

CC.1.3.5.JAcquire and useaccurately grade-appropriateconversational,general academic,and domain-specif-ic words andphrases, includingthose that signalcontrast, addition,and other logicalrelationships.

E05.A-V.4.1.1E05.A-V.4.1.2.

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CC.1.3.PK.KWith promptingand support,actively engage ingroup readingactivities withpurpose andunderstanding.

CC.1.3.K.KActively engage ingroup readingactivities withpurpose andunderstanding.

CC.1.3.1.KRead andcomprehendliterature on gradelevel, readingindependently andproficiently.

CC.1.3.2.KRead andcomprehendliterature on gradelevel, readingindependently andproficiently.

CC.1.3.3.KRead andcomprehendliterary fiction ongrade level,readingindependently andproficiently.

CC.1.3.4.KRead andcomprehendliterary fiction ongrade level,readingindependently andproficiently.

CC.1.3.5.KRead andcomprehendliterary fiction ongrade level,readingindependently andproficiently.

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1.4 WritingStudents write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective andappropriate content.

Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Info

rmat

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Exp

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tory CC.1.4.PK.A

Draw/dictate tocomposeinformative/explanatory textsexamining a topic.

CC.1.4.K.AUse a combinationof drawing,dictating, andwriting tocomposeinformative/explanatory texts.

CC.1.4.1.AWrite informative/explanatory textsto examine a topicand convey ideasand information.

CC.1.4.2.AWrite informative/explanatory textsto examine a topicand convey ideasand informationclearly.

CC.1.4.3.AWrite informative/explanatory textsto examine a topicand convey ideasand informationclearly.

CC.1.4.4.AWrite informative/explanatory textsto examine a topicand convey ideasand informationclearly.

CC.1.4.5.AWrite informative/explanatory textsto examine a topicand convey ideasand informationclearly.

Info

rmat

ive/

Exp

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tory

Focu

s CC.1.4.PK.BWith promptingand support, draw/dictate about onespecific topic.

CC.1.4.K.BUse a combinationof drawing,dictating, andwriting to focus onone specific topic.

CC.1.4.1.BIdentify and writeabout one specifictopic.

CC.1.4.2.BIdentify andintroduce the topic.

CC.1.4.3.BIdentify andintroduce the topic.

E03.C.1.2.1

CC.1.4.4.BIdentify andintroduce the topicclearly.

E04.C.1.2.1E04.E.1.1.1

CC.1.4.5.BIdentify andintroduce the topicclearly.

E05.C.1.2.1E05.E.1.1.1

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1.4 WritingStudents write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective andappropriate content.

Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Info

rmat

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Exp

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tory

Con

tent

CC.1.4.PK.CWith promptingand support,generate ideas toconvey information.

CC.1.4.K.CWith promptingand support,generate ideas anddetails to conveyinformation thatrelates to thechosen topic.

CC.1.4.1.CDevelop the topicwith two or morefacts.

CC.1.4.2.CDevelop the topicwith facts and/ordefinitions.

CC.1.4.3.CDevelop the topicwith facts,definitions, details,and illustrations, asappropriate.

E03C.1.2.2

CC.1.4.4.CDevelop the topicwith facts,definitions,concrete details,quotations, or otherinformation andexamples related tothe topic; includeillustrations andmultimedia whenuseful to aidingcomprehension.

E04C.1.2.2E04E.1.1.2

CC.1.4.5.CDevelop the topicwith facts,definitions,concrete details,quotations, or otherinformation andexamples related tothe topic; includeillustrations andmultimedia whenuseful to aidingcomprehension.

E05C.1.2.2E05E.1.1.2

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1.4 WritingStudents write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective andappropriate content.

Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Info

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Exp

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tory

Org

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CC.1.4.PK.DWith promptingand support, makelogical connectionsbetween drawingand dictation.

CC.1.4.K.DMake logicalconnectionsbetween drawingand dictation/writing.

CC.1.4.1.DGroup informationand provide somesense of closure.

CC.1.4.2.DGroup informationand provide aconcludingstatement orsection.

CC.1.4.3.DCreate anorganizationalstructure thatincludesinformationgrouped andconnected logicallywith a concludingstatement orsection.

E03.C.1.2.1E03.C.1.2.3E03.C.1.2.4

CC.1.4.4.DGroup relatedinformation inparagraphs andsections, linkingideas withincategories ofinformation usingwords and phrases;provide aconcludingstatement orsection; includeformatting whenuseful to aidingcomprehension.

E04.C.1.2.1E04.C.1.2.3E04.C.1.2.5E04.E.1.1.1E04.E.1.1.3E04.E.1.1.5

CC.1.4.5.DGroup relatedinformationlogically linkingideas within andacross categories ofinformation usingwords, phrases, andclauses; provide aconcludingstatement orsection; includeformatting whenuseful to aidingcomprehension.

E05.C.1.2.1E05.C.1.2.3E05.C.1.2.6E05.E.1.1.1E05.E.1.1.3E05.E.1.1.6

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1.4 WritingStudents write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective andappropriate content.

Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Info

rmat

ive/

Exp

lana

tory

Styl

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CC.1.4.K.EWith promptingand support,illustrate usingdetails and dictate/write usingdescriptive words.

CC.1.4.1.EChoose words andphrases for effect.

CC.1.4.2.EChoose words andphrases for effect.

CC.1.4.3.EChoose words andphrases for effect.

E03.D.2.1.1

CC.1.4.4.EUse preciselanguage anddomain-specificvocabulary toinform about orexplain the topic.

E04.C.1.2.4E04.D.2.1.1E04.D.2.1.3E04.E.1.1.4

CC.1.4.5.EWrite with anawareness of style.• Use precise

language anddomain-specificvocabulary toinform about orexplain the topic.

• Use sentences ofvarying length.

E05.C.1.2.4E05.C.1.2.5E05.D.2.1.1E05.D.2.1.2E05.D.2.1.3E05.D.2.1.4E05.E.1.1.3E05.E.1.1.4E05.E.1.1.5

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CC.1.4.K.FDemonstrate agrade-appropriatecommand of theconventions ofstandard Englishgrammar, usage,capitalization,punctuation, andspelling.• Capitalize the

first word in asentence and thepronoun I.

• Recognize anduse endpunctuation.

• Spell simplewordsphonetically.

CC.1.4.1.FDemonstrate agrade-appropriatecommand of theconventions ofstandard Englishgrammar, usage,capitalization,punctuation, andspelling.• Capitalize dates

and names ofpeople.

• Use endpunctuation; usecommas in datesand words inseries.

• Spell wordsdrawing oncommon spellingpatterns,phonemicawareness, andspellingconventions.

CC.1.4.2.FDemonstrate agrade-appropriatecommand of theconventions ofstandard Englishgrammar, usage,capitalization,punctuation, andspelling.• Capitalize proper

nouns.• Use commas and

apostrophesappropriately.

• Spell wordsdrawing oncommon spellingpatterns.

• Consult referencematerial asneeded.

CC.1.4.3.FDemonstrate agrade-appropriatecommand of theconventions ofstandard Englishgrammar, usage,capitalization,punctuation, andspelling.

E03.D.1.1.1E03.D.1.1.2E03.D.1.1.3E03.D.1.1.4E03.D.1.1.5E03.D.1.1.6E03.D.1.1.7E03.D.1.1.8E03.D.1.1.9E03.D.1.2.1E03.D.1.2.2E03.D.1.2.3E03.D.1.2.4E03.D.1.2.5E03.D.1.2.6

CC.1.4.4.FDemonstrate agrade-appropriatecommand of theconventions ofstandard Englishgrammar, usage,capitalization,punctuation, andspelling.

E04.D.1.1.1E04.D.1.1.2E04.D.1.1.3E04.D.1.1.4E04.D.1.1.5E04.D.1.1.6E04.D.1.1.7E04.D.1.1.8E04.D.1.2.1E04.D.1.2.2E04.D.1.2.3E04.D.1.2.4

CC.1.4.5.FDemonstrate agrade-appropriatecommand of theconventions ofstandard Englishgrammar, usage,capitalization,punctuation, andspelling.

E05.D.1.1.1E05.D.1.1.2E05.D.1.1.3E05.D.1.1.4E05.D.1.1.5E05.D.1.1.6E05.D.1.1.7E05.D.1.1.8E05.D.1.2.1E05.D.1.2.2E05.D.1.2.3E05.D.1.2.4E05.D.1.2.5

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1.4 WritingStudents write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective andappropriate content.

Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

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CC.1.4.K.GUse a combinationof drawing,dictating, andwriting tocompose opinionpieces on familiartopics.

CC.1.4.1.GWrite opinionpieces on familiartopics.

CC.1.4.2.GWrite opinionpieces on familiartopics or texts.

CC.1.4.3.GWrite opinionpieces on familiartopics or texts.

CC.1.4.4.GWrite opinionpieces on topics ortexts.

CC.1.4.5GWrite opinionpieces on topics ortexts.

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CC.1.4.K.HForm an opinion bychoosing betweentwo given topics.

CC.1.4.1.HForm an opinion bychoosing amonggiven topics.

CC.1.4.2.HIdentify the topicand state anopinion.

CC.1.4.3.HIntroduce the topicand state anopinion on thetopic.

E03.C.1.1.1

CC.1.4.4.HIntroduce the topicand state anopinion on thetopic.

E04.C.1.1.1E04.E.1.1.1

CC.1.4.5.HIntroduce the topicand state anopinion on thetopic.

E05.C.1.1.1E05.E.1.1.1

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CC.1.4.K.ISupport the opinionwith reasons.

CC.1.4.1.ISupport the opinionwith reasons relatedto the opinion.

CC.1.4.2.ISupport the opinionwith reasons thatinclude detailsconnected to theopinion.

CC.1.4.3.ISupport an opinionwith reasons.

E03.C.1.1.2

CC.1.4.4.IProvide reasonsthat are supportedby facts and details.

E04.C.1.1.2E04.E.1.1.2

CC.1.4.5.IProvide reasonsthat are supportedby facts anddetails; draw fromcredible sources.

E05.C.1.1.2E05.E.1.1.2

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CC.1.4.K.JMake logicalconnectionsbetween drawingand writing.

CC.1.4.1.JCreate anorganizationalstructure thatincludes reasonsand provides somesense of closure.

CC.1.4.2.JCreate anorganizationalstructure thatincludes reasonsand includes aconcludingstatement.

CC.1.4.3.JCreate anorganizationalstructure thatincludes reasonslinked in a logicalorder with aconcludingstatement orsection.

E03.C.1.1.1E03.C.1.1.3E03.C.1.1.4

CC.1.4.4.JCreate anorganizationalstructure thatincludes relatedideas grouped tosupport the writer’spurpose and linkedin a logical orderwith a concludingstatement or sectionrelated to theopinion.

E04.C.1.1.1E04.C.1.1.3E04.C.1.1.4E04.E.1.1.1E04.E.1.1.3E04.E.1.1.5

CC.1.4.5.JCreate anorganizationalstructure thatincludes relatedideas grouped tosupport the writer’spurpose; linkopinion and reasonsusing words,phrases, andclauses; provide aconcludingstatement or sectionrelated to theopinion.

E05.C.1.1.1E05.C.1.1.3E05.C.1.1.5E05.E.1.1.1E05.E.1.1.3E05.E.1.1.6

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Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

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CC.1.4.1.KUse a variety ofwords and phrases.

CC.1.4.2.KUse a variety ofwords and phrasesto appeal to theaudience.

CC.1.4.3.KUse a variety ofwords and sentencetypes to appeal tothe audience.

E03.D.1.1.9E03.D.2.1.1

CC.1.4.4.KChoose words andphrases to conveyideas precisely.

E04.D.2.1.1E04.D.2.1.3E04.E.1.1.4

CC.1.4.5.KWrite with anawareness of style.• Use sentences of

varying length.• Expand, combine,

and reducesentences formeaning, reader/listener interest,and style.

E05.C.1.1.4E05.D.2.1.1E05.D.2.1.2E05.D.2.1.3E05.D.2.1.4E05.E.1.1.4E05.E.1.1.5

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CC.1.4.K.LDemonstrate agrade-appropriatecommand of theconventions ofstandard Englishgrammar, usage,capitalization,punctuation, andspelling.• Capitalize the

first word in asentence and thepronoun I.

• Recognize anduse endpunctuation.

• Spell simplewordsphonetically.

CC.1.4.1.LDemonstrate agrade-appropriatecommand of theconventions ofstandard Englishgrammar, usage,capitalization,punctuation, andspelling.• Capitalize dates

and names ofpeople.

• Use endpunctuation; usecommas in datesand words inseries.

• Spell wordsdrawing oncommon spellingpatterns,phonemicawareness, andspellingconventions.

CC.1.4.2.LDemonstrate agrade-appropriatecommand of theconventions ofstandard Englishgrammar, usage,capitalization,punctuation, andspelling.• Capitalize proper

nouns.• Use commas and

apostrophesappropriately.

• Spell wordsdrawing oncommon spellingpatterns.

• Consult referencematerial asneeded.

CC.1.4.3.LDemonstrate agrade-appropriatecommand of theconventions ofstandard Englishgrammar, usage,capitalization,punctuation, andspelling.

E03.D.1.1.1E03.D.1.1.2E03.D.1.1.3E03.D.1.1.4E03.D.1.1.5E03.D.1.1.6E03.D.1.1.7E03.D.1.1.8E03.D.1.1.9E03.D.1.2.1E03.D.1.2.2E03.D.1.2.3E03.D.1.2.4E03.D.1.2.5E03.D.1.2.6

CC.1.4.4.LDemonstrate agrade-appropriatecommand of theconventions ofstandard Englishgrammar, usage,capitalization,punctuation, andspelling.

E04.D.1.1.1E04.D.1.1.2E04.D.1.1.3E04.D.1.1.4E04.D.1.1.5E04.D.1.1.6E04.D.1.1.7E04.D.1.1.8E04.D.1.2.1E04.D.1.2.2E04.D.1.2.3E04.D.1.2.4

CC.1.4.5.LDemonstrate agrade-appropriatecommand of theconventions ofstandard Englishgrammar, usage,capitalization,punctuation, andspelling.

E05.D.1.1.1E05.D.1.1.2E05.D.1.1.3E05.D.1.1.4E05.D.1.1.5E05.D.1.1.6E05.D.1.1.7E05.D.1.1.8E05.D.1.2.1E05.D.1.2.2E05.D.1.2.3E05.D.1.2.4E05.D.1.2.5

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1.4 WritingStudents write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective andappropriate content.

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CC.1.4.PK.MDictate narrativesto describe real orimaginedexperiences orevents.

CC.1.4.K.MUse a combinationof drawing,dictating, andwriting tocomposenarratives thatdescribe real orimaginedexperiences orevents.

CC.1.4.1.MWrite narrativesto develop real orimaginedexperiences orevents.

CC.1.4.2.MWrite narrativesto develop real orimaginedexperiences orevents.

CC.1.4.3.MWrite narrativesto develop real orimaginedexperiences orevents.

CC.1.4.4.MWrite narrativesto develop real orimaginedexperiences orevents.

CC.1.4.5.MWrite narrativesto develop realor imaginedexperiences orevents.

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CC.1.4.PK.NEstablish who andwhat the narrativewill be about.

CC.1.4.K.NEstablish who andwhat the narrativewill be about.

CC.1.4.1.NEstablish who andwhat the narrativewill be about.

CC.1.4.2.NEstablish asituation andintroduce a narratorand/or characters.

CC.1.4.3.NEstablish asituation andintroduce a narratorand/or characters.

E03C.1.3.1

CC.1.4.4.NOrient the readerby establishing asituation andintroducing anarrator and/orcharacters.

E04C.1.3.1

CC.1.4.5.NOrient the readerby establishing asituation andintroducing anarrator and/orcharacters.

E05C.1.3.1

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1.4 WritingStudents write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective andappropriate content.

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CC.1.4.PK.OWith promptingand supportdescribeexperiences andevents.

CC.1.4.K.ODescribeexperiences andevents.

CC.1.4.1.OInclude thoughtsand feelings todescribeexperiences andevents.

CC.1.4.2.OInclude thoughtsand feelings todescribeexperiences andevents to show theresponse ofcharacters tosituations.

CC.1.4.3.OUse dialogue anddescriptions ofactions, thoughts,and feelings todevelopexperiences andevents or show theresponse ofcharacters tosituations.

E03C.1.3.2

CC.1.4.4.OUse dialogue anddescriptions todevelopexperiences andevents or show theresponses ofcharacters tosituations; useconcrete words andphrases and sensorydetails to conveyexperiences andevents precisely.

E04.C.1.3.2E04.C.1.3.4

CC.1.4.5.OUse narrativetechniques such asdialogue,description, andpacing, to developexperiences andevents or show theresponses ofcharacters tosituations; useconcrete words andphrases and sensorydetails to conveyexperiences andevents precisely.

E05.C.1.3.2E05.C.1.3.4

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1.4 WritingStudents write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective andappropriate content.

Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

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CC.1.4.PK.PRecount a singleevent and tell aboutthe events in theorder in which theyoccurred.

CC.1.4.K.PRecount a singleevent or severalloosely linkedevents, tell aboutthe events in theorder in which theyoccurred, andprovide a reactionto what happened.

CC.1.4.1.PRecount two ormore appropriatelysequenced eventsusing temporalwords to signalevent order andprovide some senseof closure.

CC.1.4.2.POrganize a shortsequence of events,using temporalwords to signalevent order;provide a sense ofclosure.

CC.1.4.3.POrganize an eventsequence thatunfolds naturally,using temporalwords and phrasesto signal eventorder; provide asense of closure.

E03.C.1.3.1E03.C.1.3.3E03.C.1.3.4

CC.1.4.4.POrganize an eventsequence thatunfolds naturally,using a variety oftransitional wordsand phrases tomanage thesequence of events;provide aconclusion thatfollows from thenarratedexperiences andevents.

E04.C.1.3.1E04.C.1.3.3E04.C.1.3.5

CC.1.4.5.POrganize an eventsequence thatunfolds naturally,using a variety oftransitional wordsand phrases tomanage thesequence of events;provide aconclusion thatfollows from thenarratedexperiences andevents.

E05.C.1.3.1E05.C.1.3.3E05.C.1.3.5

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1.4 WritingStudents write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective andappropriate content.

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CC.1.4.1.QUse a variety ofwords and phrases.

CC.1.4.2.QChoose words andphrases for effect

CC.1.4.3.QChoose words andphrases for effect.

E03.D.2.1.1

CC.1.4.4.QChoose words andphrases to conveyideas precisely.

E04.C.1.3.4E04.D.2.1.1E04.D.2.1.3E04.E.1.1.4

CC.1.4.5.QWrite with anawareness of style.• Use sentences of

varying length.• Expand, combine,

and reducesentences formeaning, reader/listener interest,and style.

E05.C.1.3.4E05.D.2.1.1E05.D.2.1.2E05.D.2.1.3E05.D.2.1.4

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1.4 WritingStudents write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective andappropriate content.

Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

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CC.1.4.K.RDemonstrate agrade-appropriatecommand of theconventions ofstandard Englishgrammar, usage,capitalization,punctuation, andspelling.• Capitalize first

word in sentenceand pronoun I.

• Recognize anduse endpunctuation.

• Spell simplewordsphonetically.

CC.1.4.1.RDemonstrate agrade-appropriatecommand of theconventions ofstandard Englishgrammar, usage,capitalization,punctuation, andspelling.• Capitalize dates

and names ofpeople.

• Use endpunctuation; usecommas in datesand words inseries.

• Spell wordsdrawing oncommon spellingpatterns,phonemicawareness, andspellingconventions.

CC.1.4.2.RDemonstrate agrade-appropriatecommand of theconventions ofstandard Englishgrammar, usage,capitalization,punctuation, andspelling.• Capitalize proper

nouns.• Use commas and

apostrophesappropriately.

• Spell wordsdrawing oncommon spellingpatterns.

• Consult referencematerial asneeded.

CC.1.4.3.RDemonstrate agrade-appropriatecommand of theconventions ofstandard Englishgrammar, usage,capitalization,punctuation, andspelling.

E03.D.1.1.1E03.D.1.1.2E03.D.1.1.3E03.D.1.1.4E03.D.1.1.5E03.D.1.1.6E03.D.1.1.7E03.D.1.1.8E03.D.1.1.9E03.D.1.2.1E03.D.1.2.2E03.D.1.2.3E03.D.1.2.4E03.D.1.2.5E03.D.1.2.6

CC.1.4.4.RDemonstrate agrade-appropriatecommand of theconventions ofstandard Englishgrammar, usage,capitalization,punctuation, andspelling.

E04.D.1.1.1E04.D.1.1.2E04.D.1.1.3E04.D.1.1.4E04.D.1.1.5E04.D.1.1.6E04.D.1.1.7E04.D.1.1.8E04.D.1.2.1E04.D.1.2.2E04.D.1.2.3E04.D.1.2.4

CC.1.4.5.RDemonstrate agrade-appropriatecommand of theconventions ofstandard Englishgrammar, usage,capitalization,punctuation, andspelling.

E05.D.1.1.1E05.D.1.1.2E05.D.1.1.3E05.D.1.1.4E05.D.1.1.5E05.D.1.1.6E05.D.1.1.7E05.D.1.1.8E05.D.1.2.1E05.D.1.2.2E05.D.1.2.3E05.D.1.2.4E05.D.1.2.5

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1.4 WritingStudents write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective andappropriate content.

Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

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CC.1.4.3.SDraw evidencefrom literary orinformational textsto support analysis,reflection, andresearch, applyinggrade-level readingstandards forliterature andinformational texts.

CC.1.4.4.SDraw evidencefrom literary orinformational textsto support analysis,reflection, andresearch, applyinggrade-level readingstandards forliterature andinformational texts.

E04.E.1.1.1E04.E.1.1.2E04.E.1.1.3E04.E.1.1.4E04.E.1.1.5

CC.1.4.5.SDraw evidencefrom literary orinformational textsto support analysis,reflection, andresearch, applyinggrade-level readingstandards forliterature andinformational texts.

E05.E.1.1.1E05.E.1.1.2E05.E.1.1.3E05.E.1.1.4E05.E.1.1.5E05.E.1.1.6

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1.4 WritingStudents write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective andappropriate content.

Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Prod

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CC.1.4.PK.TWith guidance andsupport from adultsand peers, respondto questions andsuggestions, adddetails as needed.

CC.1.4.K.TWith guidance andsupport from adultsand peers, respondto questions andsuggestions frompeers and adddetails tostrengthen writingas needed.

CC.1.4.1.TWith guidance andsupport from adultsand peers, focus ona topic, respond toquestions andsuggestions frompeers and adddetails tostrengthen writingas needed.

CC.1.4.2.TWith guidance andsupport from adultsand peers, focus ona topic andstrengthen writingas needed byrevising andediting.

CC.1.4.3.TWith guidance andsupport from peersand adults, developand strengthenwriting as neededby planning,revising, andediting.

CC.1.4.4.TWith guidance andsupport from peersand adults, developand strengthenwriting as neededby planning,revising, andediting.

CC.1.4.5.TWith guidance andsupport from peersand adults, developand strengthenwriting as neededby planning,revising, editing,rewriting, or tryinga new approach.

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Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

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CC.1.4.K.UWith guidance andsupport, explore avariety of digitaltools to produceand publish writingor in collaborationwith peers.

CC.1.4.1.UWith guidance andsupport, use avariety of digitaltools to produceand publish writingincluding incollaboration withpeers.

CC.1.4.2.UWith guidance andsupport, use avariety of digitaltools to produceand publish writingincluding incollaboration withpeers.

CC.1.4.3.UWith guidance andsupport, usetechnology toproduce andpublish writing(using keyboardingskills) as well as tointeract andcollaborate withothers.

CC.1.4.4.UWith someguidance andsupport, usetechnology,including theInternet, to produceand publish writingas well as tointeract andcollaborate withothers; demonstratesufficient commandof keyboardingskills to type aminimum of onepage in a singlesitting.

CC.1.4.5.UWith someguidance andsupport, usetechnology,including theInternet, to produceand publish writingas well as tointeract andcollaborate withothers; demonstratesufficient commandof keyboardingskills to type aminimum of twopages in a singlesitting.

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1.4 WritingStudents write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective andappropriate content.

Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Con

duct

ing

Res

earc

h

CC.1.4.PK.VAsk questionsabout topics ofpersonal interest togain information;with teacherguidance andsupport, locateinformation on thechosen topic.

CC.1.4.K.VParticipate inindividual or sharedresearch projects ona topic of interest.

CC.1.4.1.VParticipate inindividual or sharedresearch andwriting projects.

CC.1.4.2.VParticipate inindividual or sharedresearch andwriting projects.

CC.1.4.3.VConduct shortresearch projectsthat buildknowledge about atopic.

CC.1.4.4.VConduct shortresearch projectsthat buildknowledge throughinvestigation ofdifferent aspects ofa topic.

CC.1.4.5.VConduct shortresearch projectsthat use severalsources to buildknowledge throughinvestigation ofdifferent aspects ofa topic.

Cre

dibi

lity,

Rel

iabi

lity,

and

Val

idity

ofSo

urce

s CC.1.4.PK.WWith guidance andsupport, recallinformation fromexperiences orbooks.

CC.1.4.K.WWith guidance andsupport, recallinformation fromexperiences orgather informationfrom providedsources to answer aquestion.

CC.1.4.1.WWith guidance andsupport, recallinformation fromexperiences orgather informationfrom providedsources to answer aquestion.

CC.1.4.2.WRecall informationfrom experiences orgather informationfrom providedsources to answer aquestion.

CC.1.4.3.WRecall informationfrom experiences orgather informationfrom print anddigital sources; takebrief notes onsources and sortevidence intoprovided categories.

CC.1.4.4.WRecall relevantinformation fromexperiences orgather relevantinformation fromprint and digitalsources; take notesand categorizeinformation, andprovide a list ofsources.

CC.1.4.5.WRecall relevantinformation fromexperiences orgather relevantinformation fromprint and digitalsources; summarizeor paraphraseinformation innotes and finishedwork, and providea list of sources.

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Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Ran

geof

Wri

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IntentionallyBlank

CC.1.4.K.XWrite routinelyover short timeframes.

CC.1.4.1.XWrite routinelyover extended timeframes (time forresearch, reflection,and revision) andshorter time frames(a single sitting ora day or two) for arange of discipline-specific tasks,purposes, andaudiences.

CC.1.4.2.XWrite routinelyover extended timeframes (time forresearch, reflection,and revision) andshorter time frames(a single sitting ora day or two) for arange of discipline-specific tasks,purposes, andaudiences.

CC.1.4.3.XWrite routinelyover extended timeframes (time forresearch, reflection,and revision) andshorter time frames(a single sitting ora day or two) for arange of discipline-specific tasks,purposes, andaudiences.

CC.1.4.4.XWrite routinelyover extended timeframes (time forresearch, reflection,and revision) andshorter time frames(a single sitting ora day or two) for arange of discipline-specific tasks,purposes, andaudiences.

CC.1.4.5.XWrite routinelyover extended timeframes (time forresearch, reflection,and revision) andshorter time frames(a single sitting ora day or two) for arange of discipline-specific tasks,purposes, andaudiences.

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1.5 Speaking and ListeningStudents present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in groupdiscussions.

Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Com

preh

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dC

olla

bora

tion

Col

labo

rativ

eD

iscu

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CC.1.5.PK.AParticipate incollaborativeconversations withpeers and adults insmall and largergroups.

CC.1.5.K.AParticipate incollaborativeconversations withpeers and adults insmall and largergroups.

CC.1.5.1.AParticipate incollaborativeconversations withpeers and adults insmall and largergroups.

CC.1.5.2.AParticipate incollaborativeconversations withpeers and adults insmall and largergroups.

CC.1.5.3.AEngage effectivelyin a range ofcollaborativediscussions ongrade-level topicsand texts, buildingon others’ ideasand expressingtheir own clearly.

CC.1.5.4.AEngage effectivelyin a range ofcollaborativediscussions ongrade-level topicsand texts, buildingon others’ ideasand expressingtheir own clearly.

CC.1.5.5.AEngage effectivelyin a range ofcollaborativediscussions ongrade-level topicsand texts, buildingon others’ ideasand expressingtheir own clearly.

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1.5 Speaking and ListeningStudents present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in groupdiscussions.

Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Com

preh

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onan

dC

olla

bora

tion

Cri

tical

Lis

teni

ng

CC.1.5.PK.BAnswer questionsabout key detailsin a text readaloud orinformationpresented orally orthrough othermedia.

CC.1.5.K.BAsk and answerquestions aboutkey details in atext read aloud orinformationpresented orally orthrough othermedia.

CC.1.5.1.BConfirmunderstanding of atext read aloud orinformationpresented orally orthrough othermedia by askingand answeringquestions aboutkey details andrequestingclarification ifsomething is notunderstood.

CC.1.5.2.BRecount ordescribe key ideasor details from atext read aloud orinformationpresented orally orthrough othermedia.

CC.1.5.3.BDetermine themain ideas andsupporting detailsof a text readaloud orinformationpresented indiverse mediaformats, includingvisually,quantitatively, andorally.

CC.1.5.4.BParaphraseportions of a textread aloud orinformationpresented indiverse media andformats, includingvisually,quantitatively, andorally.

CC.1.5.5.BSummarize themain points ofwritten text readaloud orinformationpresented indiverse media andformats, includingvisually,quantitatively, andorally.

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1.5 Speaking and ListeningStudents present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in groupdiscussions.

Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Com

preh

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onan

dC

olla

bora

tion

Eva

luat

ing

Info

rmat

ion

CC.1.5.PK.CRespond to what aspeaker says inorder to followdirections, seekhelp, or gatherinformation.

CC.1.5.K.CAsk and answerquestions in orderto seek help, getinformation, orclarify somethingthat is notunderstood.

CC.1.5.1.CAsk and answerquestions aboutwhat a speakersays in order togather additionalinformation orclarify somethingthat is notunderstood.

CC.1.5.2.CAsk and answerquestions aboutwhat a speakersays in order toclarifycomprehension,gather additionalinformation, ordeepenunderstanding of atopic or issue.

CC.1.5.3.CAsk and answerquestions aboutinformation from aspeaker, offeringappropriate detail.

CC.1.5.4.CIdentify thereasons andevidence a speakerprovides to supportparticular points.

CC.1.5.5.CSummarize thepoints a speakermakes and explainhow each claim issupported byreasons andevidence.

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1.5 Speaking and ListeningStudents present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in groupdiscussions.

Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Pres

enta

tion

ofK

now

ledg

ean

dId

eas

Purp

ose,

Aud

ienc

e,an

dTa

sk

CC.1.5.PK.DUsing simplesentences, sharestories, familiarexperiences, andinterests, speakingclearly enough tobe understood bymost audiences.

CC.1.5.K.DShare stories,familiarexperiences, andinterests, speakingclearly enough tobe understood byall audiences usingappropriatevolume.

CC.1.5.1.DDescribe people,places, things, andevents withrelevant details,expressing ideasand feelingsclearly.

CC.1.5.2.DTell a story orrecount anexperience withappropriate factsand relevant,descriptive details,speaking audiblyin coherentsentences.

CC.1.5.3.DReport on a topicor text, tell a story,or recount anexperience withappropriate factsand relevant,descriptive details;speak clearly withadequate volume,appropriate pacing,and clearpronunciation.

CC.1.5.4.DReport on a topicor text, tell a story,or recount anexperience in anorganized manner,using appropriatefacts and relevant,descriptive detailsto support mainideas or themes;speak clearly withadequate volume,appropriate pacing,and clearpronunciation.

CC.1.5.5.DReport on a topicor present anopinion,sequencing ideaslogically and usingappropriate factsand relevant,descriptive detailsto support mainideas or themes;speak clearly withadequate volume,appropriate pacing,and clearpronunciation.

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1.5 Speaking and ListeningStudents present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in groupdiscussions.

Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Pres

enta

tion

ofK

now

ledg

ean

dId

eas

Con

text

CC.1.5.PK.EUsing simplesentences, expressthoughts, feelings,and ideas, speakingclearly enough tobe understood bymost audiences.

CC.1.5.K.ESpeak audibly andexpress thoughts,feelings, and ideasclearly.

CC.1.5.1.EProduce completesentences whenappropriate to taskand situation.

CC.1.5.2.EProduce completesentences whenappropriate to taskand situation inorder to providerequested detail orclarification.

CC.1.5.3.ESpeak in completesentences whenappropriate to taskand situation inorder to providerequested detail orclarification.

CC.1.5.4.EDifferentiatebetween contextsthat require formalEnglish versusinformal situations.

CC.1.5.5.EAdapt speech to avariety of contextsand tasks, usingformal Englishwhen appropriateto task andsituation.

Inte

grat

ion

ofK

now

ledg

ean

dId

eas

Mul

timed

ia

IntentionallyBlank

IntentionallyBlank

CC.1.5.1.FAdd drawings orother visualdisplays whensharing aloud toclarify ideas,thoughts, andfeelings.

CC.1.5.2.FAdd drawings orother visualdisplays topresentations whenappropriate toclarify ideas,thoughts, andfeelings.

CC.1.5.3.FCreate engagingaudio recordings ofstories or poemsthat demonstratefluid reading at anunderstandablepace; add visualdisplays whenappropriate toemphasize orenhance certainfacts or details.

CC.1.5.4.FAdd audiorecordings andvisual displays topresentations whenappropriate toenhance thedevelopment ofmain ideas orthemes.

CC.1.5.5.FInclude multimediacomponents andvisual displays inpresentations whenappropriate toenhance thedevelopment ofmain ideas orthemes.

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1.5 Speaking and ListeningStudents present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in groupdiscussions.

Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Con

vent

ions

ofSt

anda

rdE

nglis

h

CC.1.5.PK.GDemonstratecommand of theconventions ofstandard Englishwhen speaking,based onprekindergartenlevel and content.

CC.1.5.K.GDemonstratecommand of theconventions ofstandard Englishwhen speaking,based onkindergarten leveland content.

CC.1.5.1.GDemonstratecommand of theconventions ofstandard Englishwhen speaking,based on Grade 1level and content.

CC.1.5.2.GDemonstratecommand of theconventions ofstandard Englishwhen speaking,based on Grade 2level and content.

CC.1.5.3.GDemonstratecommand of theconventions ofstandard Englishwhen speaking,based on Grade 3level and content.

CC.1.5.4.GDemonstratecommand of theconventions ofstandard Englishwhen speaking,based on Grade 4level and content.

CC.1.5.5.GDemonstratecommand of theconventions ofstandard Englishwhen speaking,based on Grade 5level and content.

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Pennsylvania

Core

Standardsfor

English

Language

Arts

Grades

6-12

INT

RO

DU

CT

ION

These

standardsdescribe

what

studentsshould

knowand

beable

todo

with

theE

nglishlanguage,

prekindergartenthrough

Grade

12.T

hestandards

providethe

targetsfor

instructionand

studentlearning

essentialfor

successin

allacadem

icareas,not

justlanguage

artsclassroom

s.Although

thestandards

arenot

acurricu-

lumor

aprescribed

seriesof

activities,school

entitiesw

illuse

themto

developa

localschool

curriculumthat

will

meet

localstudents’

needs.Five

standardcategories

aredesigned

toprovide

aPre

K-12

continuumto

reflectthe

demands

ofa

college-and

career-readygraduate:

Standard1:

Foundational

Skillsbegin

atprekindergarten

andfocus

onearly

childhood,w

ithsom

estandards

reflectedthrough

Grade

5.T

hesefoundational

skillsare

anecessary

andim

portantcom

ponentof

aneffective,

comprehensive

readingprogram

designedto

developproficient

readersw

iththe

capacityto

comprehend

text,both

literaryand

informational,

acrossdisciplines.

Standard2:

Reading

Informational

Textenables

studentsto

read,understand,

andrespond

toinform

ationaltext.

Standard3:

Reading

Literature

enablesstudents

toread,

understand,and

respondto

works

ofliterature.

Standard4:

Writing

developsthe

skillsof

informational,

argumentative,

andnarrative

writing,

asw

ellas

theability

toengage

inevidence-based

analysisof

textand

research.

Standard5:

Speakingand

Listening

focusesstudents

oncom

munication

skillsthat

enablecritical

listeningand

effectivepresentation

ofideas.

With

afocus

oncollege

andcareer

readiness,the

instructionalshifts

asreflected

inC

omm

onC

oreare

evidentthroughout

thePA

Core

Standards:•

Balancing

thereading

ofinform

ationaland

literarytexts

sothat

studentscan

accessnonfiction

andauthentic

texts,as

well

asliterature

•Focusing

onclose

andcareful

readingof

textso

thatstudents

arelearning

fromthe

text•

Building

astaircase

ofcom

plexity(i.e.,each

gradelevel

requiresa

‘‘step’’ofgrow

thon

the‘‘staircase’’)

sothat

studentsgraduate

collegeor

careerready

•Supporting

writing

fromsources

(i.e.,using

evidencefrom

textto

informor

make

anargum

ent)so

thatstudentsuse

evidenceand

respondto

theideas,events,

facts,and

arguments

presentedin

thetexts

theyread

•Stressing

anacadem

icallyfocused

vocabularyso

thatstudents

canaccess

more

complex

textsT

heE

nglishL

anguageA

rtsStandards

alsoprovide

parentsand

comm

unitym

embers

with

information

aboutw

hatstudents

shouldknow

andbe

ableto

doas

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theyprogress

throughthe

educationalprogram

andat

graduation.W

itha

clearlydefined

targetprovided

bythe

standards,parents,

students,educators,

andcom

-m

unitym

embers

become

partnersin

learning.E

achstandard

implies

anend-of-

yeargoal—

with

theunderstanding

thatexceeding

thestandard

isan

evenm

oredesirable

endgoal.

Note:

The

Aligned

Eligible

Content

isdisplayed

with

thestandard

statement.

On

StandardA

lignedSystem

portal,it

isa

livelink.

TA

BL

EO

FC

ON

TE

NT

SF

oundationalSkills

(Pre

K-5)

.....................................1.1

Studentsgain

aw

orkingknow

ledgeof

conceptsof

print,alphabetic

principle,and

otherbasic

conventions.T

hesefoundational

skillsare

notan

endin

andof

themselves;

rather,students

applythem

aseffective

readers.•

Book

Handling

•Print

Concepts

•PhonologicalA

wareness

•Phonics

andW

ordR

ecognition•

FluencyR

eadingInform

ationalText

.......................................1.2

Studentsread,

understand,and

respondto

informational

text-with

anem

phasison

comprehension,

vocabularyacquisition,

andm

akingconnections

among

ideasand

between

textsw

itha

focuson

textualevidence.

•K

eyIdeas

andD

etails•

Craft

andStructure

•Integration

ofK

nowledge

andIdeas

•V

ocabularyA

cquisitionand

Use

•R

angeof

Reading

Reading

Literature...............................................

1.3Students

readand

respondto

works

ofliterature-w

ithan

emphasis

oncom

pre-hension,

vocabularyacquisition,

andm

akingconnections

among

ideasand

between

textsw

itha

focuson

textualevidence.

•K

eyIdeas

andD

etails•

Craft

andStructure

•Integration

ofK

nowledge

andIdeas

•V

ocabularyA

cquisitionand

Use

•R

angeof

Reading

Writing

........................................................1.4

Studentsw

ritefor

differentpurposes

andaudiences.

Studentsw

riteclear

andfocused

textto

conveya

well-defined

perspectiveand

appropriatecontent.

•Inform

ative/Explanatory

•O

pinion/Argum

entative•

Narrative

•R

esponseto

Literature

•Production

andD

istributionof

Writing

•Technology

andPublication

•C

onductingR

esearch•

Credibility,

Reliability,

andV

alidityof

Sources•

Range

ofW

riting

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Speakingand

Listening...........................................

1.5Students

presentappropriately

inform

alspeaking

situations,listen

critically,and

respondintelligently

asindividuals

orin

groupdiscussions.

•C

omprehension

andC

ollaboration•

Presentationof

Know

ledgeand

Ideas•

Integrationof

Know

ledgeand

Ideas•

Conventions

ofStandard

English

Ch.

4A

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1.2 Reading Informational TextStudents read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, andmaking connections among ideas and between texts with focus on textual evidence.

Grade 6 Grade 7 Grade 8 Grades 9-10 Grades 11-12

Key

Idea

san

dD

etai

lsM

ain

Idea

CC.1.2.6.ADetermine the central ideaof a text and how it isconveyed throughparticular details; provide asummary of the textdistinct from personalopinions or judgments.

E06.B-K.1.1.2

CC.1.2.7.ADetermine two or morecentral ideas in a text andanalyze their developmentover the course of the text;provide an objectivesummary of the text.

E07.B-K.1.1.2

CC.1.2.8.ADetermine a central idea ofa text and analyze itsdevelopment over thecourse of the text,including its relationship tosupporting ideas; providean objective summary ofthe text.

E08.B-K.1.1.2

CC.1.2.9-10.ADetermine a central idea ofa text and analyze itsdevelopment over thecourse of the text,including how it emergesand is shaped and refinedby specific details; providean objective summary ofthe text.

L.N.1.3.1L.N.1.3.2L.N.2.3.3

CC.1.2.11-12.ADetermine and analyze therelationship between twoor more central ideas of atext, including thedevelopment andinteraction of the centralideas; provide an objectivesummary of the text.

Key

Idea

san

dD

etai

lsTe

xtA

naly

sis

CC.1.2.6.BCite textual evidence tosupport analysis of whatthe text says explicitly, aswell as inferences and/orgeneralizations drawn fromthe text.

E06.B-K.1.1.1

CC.1.2.7.BCite several pieces oftextual evidence to supportanalysis of what the textsays explicitly, as well asinferences, conclusions,and/or generalizationsdrawn from the text.

E07.B-K.1.1.1

CC.1.2.8.BCite the textual evidencethat most strongly supportsan analysis of what thetext says explicitly, as wellas inferences, conclusions,and/or generalizationsdrawn from the text.

E08.B-K.1.1.1

CC.1.2.9-10.BCite strong and thoroughtextual evidence to supportanalysis of what the textsays explicitly, as well asinferences and conclusionsbased on an author’sexplicit assumptions andbeliefs about a subject.

L.N.1.3.1L.N.2.1.1L.N.2.1.2

CC.1.2.11-12.BCite strong and thoroughtextual evidence to supportanalysis of what the textsays explicitly, as well asinferences and conclusionsbased on and related to anauthor’s implicit andexplicit assumptions andbeliefs.

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1.2 Reading Informational TextStudents read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, andmaking connections among ideas and between texts with focus on textual evidence.

Grade 6 Grade 7 Grade 8 Grades 9-10 Grades 11-12

Key

Idea

san

dD

etai

lsTe

xtA

naly

sis

CC.1.2.6.CAnalyze in detail how akey individual, event, oridea is introduced,illustrated, and elaboratedin a text.

E06.B-K.1.1.3

CC.1.2.7.CAnalyze the interactionsbetween individuals,events, and ideas in a text.

E07.B-K.1.1.3

CC.1.2.8.CAnalyze how a text makesconnections among anddistinctions betweenindividuals, ideas, orevents.

E08.B-K.1.1.3

CC.1.2.9-10.CApply appropriatestrategies to analyze,interpret, and evaluate howan author unfolds ananalysis or series of ideasor events, including theorder in which the pointsare made, how they areintroduced and developed,and the connections thatare drawn between them.

L.N.1.1.3L.N.1.3.3L.N.2.3.3L.N.2.3.5L.N.2.4.1L.N.2.4.3

CC.1.2.11-12.CAnalyze the interactionand development of acomplex set of ideas,sequence of events, orspecific individuals overthe course of the text.

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1.2 Reading Informational TextStudents read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, andmaking connections among ideas and between texts with focus on textual evidence.

Grade 6 Grade 7 Grade 8 Grades 9-10 Grades 11-12

Cra

ftan

dSt

ruct

ure

Poin

tof

Vie

w

CC.1.2.6.DDetermine an author’spoint of view or purposein a text and explain howit is conveyed in the text.

E06.B-C.2.1.1

CC.1.2.7.DDetermine an author’spoint of view or purposein a text and analyze howthe author distinguishes hisor her position from thatof others.

E07.B-C.2.1.1

CC.1.2.8.DDetermine an author’spoint of view or purposein a text and analyze howthe author acknowledgesand responds to conflictingevidence or viewpoints.

E08.B-C.2.1.1

CC.1.2.9-10.DDetermine an author’sparticular point of viewand analyze how rhetoricadvances the point of view.

L.N.2.3.6

CC.1.2.11-12.DEvaluate how an author’spoint of view or purposeshapes the content andstyle of a text.

Cra

ftan

dSt

ruct

ure

Text

Stru

ctur

e

CC.1.2.6.EAnalyze the author’sstructure through the useof paragraphs, chapters, orsections.

E06.B-C.2.1.2

CC.1.2.7.EAnalyze the structure ofthe text through evaluationof the author’s use ofgraphics, charts, and themajor sections of the text.

E07.B-C.2.1.2

CC.1.2.8.EAnalyze the structure ofthe text through evaluationof the author’s use ofspecific sentences andparagraphs to develop andrefine a concept.

E08.B-C.2.1.2

CC.1.2.9-10.EAnalyze in detail how anauthor’s ideas or claimsare developed and refinedby particular sentences,paragraphs, or largerportions of a text.

L.N.1.1.3L.N.2.4.1L.N.2.4.3

CC.1.2.11-12.EAnalyze and evaluate theeffectiveness of thestructure an author uses inhis or her exposition orargument, includingwhether the structuremakes points clear,convincing, and engaging.

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1.2 Reading Informational TextStudents read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, andmaking connections among ideas and between texts with focus on textual evidence.

Grade 6 Grade 7 Grade 8 Grades 9-10 Grades 11-12

Cra

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Voc

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CC.1.2.6.FDetermine the meaning ofwords and phrases as theyare used in grade-levelreading and content,including interpretation offigurative language incontext.

E06.B-V.4.1.1E06.B-V.4.1.2

CC.1.2.7.FDetermine the meaning ofwords and phrases as theyare used in grade-levelreading and content,including interpretation offigurative, connotative, andtechnical meanings.

E07.B-V.4.1.1E07.B-V.4.1.2E07.B-C.2.1.3

CC.1.2.8.FAnalyze the influence ofthe words and phrases in atext including figurative,connotative, and technicalmeanings, and how theyshape meaning and tone.

E08.B-V.4.1.1E08.B-V.4.1.2E08.B-C.2.1.3

CC.1.2.9-10.FAnalyze how words andphrases shape meaning andtone in texts.

L.N.1.1.4

CC.1.2.11-12.FEvaluate how words andphrases shape meaning andtone in texts.

Inte

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CC.1.2.6.GIntegrate informationpresented in differentmedia or formats (e.g.,visually, quantitatively) aswell as in words todevelop a coherentunderstanding of a topic orissue.

CC.1.2.7.GCompare and contrast atext to an audio, video, ormultimedia version of thetext, analyzing eachmedium’s portrayal of thesubject (e.g., how thedelivery of a speech affectsthe impact of the words).

CC.1.2.8.GEvaluate the advantagesand disadvantages of usingdifferent mediums (e.g.,print or digital text, video,multimedia) to present aparticular topic or idea.

CC.1.2.9-10.GAnalyze various accountsof a subject told indifferent mediums (e.g., aperson’s life story in bothprint and multimedia),determining which detailsare emphasized in eachaccount.

L.N.2.2.3

CC.1.2.11-12.GIntegrate and evaluatemultiple sources ofinformation presented indifferent media or formats(e.g., visually,quantitatively) as well asin words in order toaddress a question or solvea problem.

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1.2 Reading Informational TextStudents read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, andmaking connections among ideas and between texts with focus on textual evidence.

Grade 6 Grade 7 Grade 8 Grades 9-10 Grades 11-12

Inte

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CC.1.2.6.HEvaluate an author’sargument by examiningclaims and determining ifthey are supported byevidence.

E06.B-C.3.1.1

CC.1.2.7.HEvaluate an author’sargument, reasoning, andspecific claims for thesoundness of the argumentand the relevance of theevidence.

E07.B-C.3.1.1

CC.1.2.8.HEvaluate an author’sargument, reasoning, andspecific claims for thesoundness of thearguments and therelevance of the evidence.

E08.B-C.3.1.1

CC.1.2.9-10.HDelineate and evaluate theargument and specificclaims in a text, assessingthe validity of reasoningand relevance of evidence.

L.N.2.5.4L.N.2.5.5L.N.2.5.6

CC.1.2.11-12.HAnalyze seminal textsbased upon reasoning,premises, purposes, andarguments.

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CC.1.2.6.IExamine how two authorspresent similar informationin different types of text.

E06.B-C.3.1.2

CC.1.2.7.IAnalyze how two or moreauthors present andinterpret facts on the sametopic.

E07.B-C.3.1.2

CC.1.2.8.IAnalyze two or more textsthat provide conflictinginformation on the sametopic and identify wherethe texts disagree onmatters of fact orinterpretation.

E08.B-C.3.1.2

CC.1.2.9-10.IAnalyze seminal U.S.documents of historicaland literary significance,including how they addressrelated themes andconcepts.

CC.1.2.11-12.IAnalyze foundational U.S.and world documents ofhistorical, political, andliterary significance fortheir themes, purposes, andrhetorical features.

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1.2 Reading Informational TextStudents read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, andmaking connections among ideas and between texts with focus on textual evidence.

Grade 6 Grade 7 Grade 8 Grades 9-10 Grades 11-12

Voc

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Acq

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and

Use

CC.1.2.6.JAcquire and use accuratelygrade-appropriate generalacademic and domain-specific words andphrases; gather vocabularyknowledge whenconsidering a word orphrase important tocomprehension orexpression.

E06.B-V.4.1.1E06.B-V.4.1.2

CC.1.2.7.JAcquire and use accuratelygrade-appropriate generalacademic and domain-specific words andphrases; gather vocabularyknowledge whenconsidering a word orphrase important tocomprehension orexpression.

E07.B-V.4.1.1E07.B-V.4.1.2

CC.1.2.8.JAcquire and use accuratelygrade-appropriate generalacademic and domain-specific words andphrases; gather vocabularyknowledge whenconsidering a word orphrase important tocomprehension orexpression.

E08.B-V.4.1.1E08.B-V.4.1.2

CC.1.2.9-10.JAcquire and use accuratelygeneral academic anddomain-specific words andphrases, sufficient forreading, writing, speaking,and listening at thecollege- and career-readiness level;demonstrate independencein gathering vocabularyknowledge whenconsidering a word orphrase important tocomprehension orexpression.

L.N.1.2.4L.N.1.2.1L.N.1.2.2L.N.1.2.3

CC.1.2.11-12.JAcquire and use accuratelygeneral academic anddomain-specific words andphrases, sufficient forreading, writing, speaking,and listening at thecollege- and career-readiness level;demonstrate independencein gathering vocabularyknowledge whenconsidering a word orphrase important tocomprehension orexpression.

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1.2 Reading Informational TextStudents read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, andmaking connections among ideas and between texts with focus on textual evidence.

Grade 6 Grade 7 Grade 8 Grades 9-10 Grades 11-12

Voc

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Acq

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and

Use

CC.1.2.6.KDetermine or clarify themeaning of unknown andmultiple-meaning wordsand phrases based ongrade-level reading andcontent, choosing flexiblyfrom a range of strategiesand tools.

E06.B-V.4.1.1

CC.1.2.7.KDetermine or clarify themeaning of unknown andmultiple-meaning wordsand phrases based ongrade-level reading andcontent, choosing flexiblyfrom a range of strategiesand tools.

E07.B-V.4.1.1

CC.1.2.8.KDetermine or clarify themeaning of unknown andmultiple-meaning wordsand phrases based ongrade-level reading andcontent, choosing flexiblyfrom a range of strategiesand tools.

E08.B-V.4.1.1

CC.1.2.9-10.KDetermine or clarify themeaning of unknown andmultiple-meaning wordsand phrases based ongrade-level reading andcontent, choosing flexiblyfrom a range of strategiesand tools.

L.N.1.2.1L.N.1.2.2L.N.1.2.3L.N.1.2.4

CC.1.2.11-12.KDetermine or clarify themeaning of unknown andmultiple-meaning wordsand phrases based ongrade-level reading andcontent, choosing flexiblyfrom a range of strategiesand tools.

Ran

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Read and comprehendliterary nonfiction andinformational text on gradelevel, readingindependently andproficiently.

CC.1.2.7.LRead and comprehendliterary nonfiction andinformational text on gradelevel, readingindependently andproficiently.

CC.1.2.8.LRead and comprehendliterary nonfiction andinformational text on gradelevel, readingindependently andproficiently.

CC.1.2.9-10.LRead and comprehendliterary nonfiction andinformational text on gradelevel, readingindependently andproficiently.

CC.1.2.11-12.LRead and comprehendliterary nonfiction andinformational text on gradelevel, readingindependently andproficiently.

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1.3 Reading LiteratureStudents read and respond to works of literature—with an emphasis on comprehension, vocabulary acquisition, and makingconnections among ideas and between texts with a focus on textual evidence.

Grade 6 Grade 7 Grade 8 Grades 9-10 Grades 11-12

Key

Idea

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CC.1.3.6.ADetermine a theme orcentral idea of a text andhow it is conveyed throughparticular details; provide asummary of the textdistinct from personalopinions or judgments.

E06.A-K.1.1.2

CC.1.3.7.ADetermine a theme orcentral idea of a text andanalyze its developmentover the course of the text;provide an objectivesummary of the text.

E07.A-K.1.1.2

CC.1.3.8.ADetermine a theme orcentral idea of a text andanalyze its developmentover the course of the text,including its relationship tothe characters, setting, andplot; provide an objectivesummary of the text.

E08.A-K.1.1.2

CC.1.3.9-10.ADetermine a theme orcentral idea of a text andanalyze in detail itsdevelopment over thecourse of the text,including how it emergesand is shaped and refinedby specific details; providean objective summary ofthe text.

L.F.1.1.2L.F.1.3.1L.F.1.3.2L.F.2.3.4

CC.1.3.11-12.ADetermine and analyze therelationship between twoor more themes or centralideas of a text, includingthe development andinteraction of the themes;provide an objectivesummary of the text.

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474M

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1.3 Reading LiteratureStudents read and respond to works of literature—with an emphasis on comprehension, vocabulary acquisition, and makingconnections among ideas and between texts with a focus on textual evidence.

Grade 6 Grade 7 Grade 8 Grades 9-10 Grades 11-12

Key

Idea

san

dD

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xtA

naly

sis

CC.1.3.6.BCite textual evidence tosupport analysis of whatthe text says explicitly, aswell as inferences and/orgeneralizations drawn fromthe text.

E06.A-K.1.1.1

CC.1.3.7.BCite several pieces oftextual evidence to supportanalysis of what the textsays explicitly, as well asinferences, conclusions,and/or generalizationsdrawn from the text.

E07.A-K.1.1.1

CC.1.3.8.BCite the textual evidencethat most strongly supportsan analysis of what thetext says explicitly, as wellas inferences, conclusions,and/or generalizationsdrawn from the text.

E08.A-K.1.1.1

CC.1.3.9-10.BCite strong and thoroughtextual evidence to supportanalysis of what the textsays explicitly, as well asinferences and conclusionsbased on an author’sexplicit assumptions andbeliefs about a subject.

L.F.1.1.1L.F.1.3.1L.F.2.1.2

CC.1.3.11-12.BCite strong and thoroughtextual evidence to supportanalysis of what the textsays explicitly, as well asinferences and conclusionsbased on and related to anauthor’s implicit andexplicit assumptions andbeliefs.

Key

Idea

san

dD

etai

lsL

itera

ryE

lem

ents

CC.1.3.6.CDescribe how a particularstory or drama’s plotunfolds in a series ofepisodes, as well as howthe characters respond orchange as the plot movestoward a resolution.

E06.A-K.1.1.3

CC.1.3.7.CAnalyze how particularelements of a story ordrama interact and howsetting shapes thecharacters or plot.

E07.A-K.1.1.3

CC.1.3.8.CAnalyze how particularlines of dialogue orincidents in a story ordrama propel the action,reveal aspects of acharacter, or provoke adecision.

E08.A-K.1.1.3

CC.1.3.9-10.CAnalyze how complexcharacters develop over thecourse of a text, interactwith other characters, andadvance the plot ordevelop the theme.

L.F.1.1.3L.F.2.3.1L.F.2.3.4

CC.1.3.11-12.CAnalyze the impact of theauthor’s choices regardinghow to develop and relateelements of a story ordrama.

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1.3 Reading LiteratureStudents read and respond to works of literature—with an emphasis on comprehension, vocabulary acquisition, and makingconnections among ideas and between texts with a focus on textual evidence.

Grade 6 Grade 7 Grade 8 Grades 9-10 Grades 11-12

Cra

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Poin

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CC.1.3.6.DDetermine an author’spurpose in a text andexplain how it is conveyedin a text.

E06.A-C.2.1.1

CC.1.3.7.DAnalyze how an authordevelops and contrasts thepoints of view of differentcharacters or narrators in atext.

E07.A-C.2.1.1

CC.1.3.8.DAnalyze how differences inthe points of view of thecharacters and the audienceor reader (e.g., createdthrough the use ofdramatic irony) create sucheffects as suspense orhumor.

E08.A-C.2.1.1

CC.1.3.9-10.DDetermine the point ofview of the text andanalyze the impact thepoint of view has on themeaning of the text.

L.F.2.3.6

CC.1.3.11-12.DEvaluate how an author’spoint of view or purposeshapes the content andstyle of a text.

Cra

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CC.1.3.6.EAnalyze how the structureof a text contributes to thedevelopment of theme,setting, and plot.

E06.A-C.2.1.2

CC.1.3.7.EAnalyze how the structureor form of a textcontributes to its meaning.

E07.A-C.2.1.2

CC.1.3.8.ECompare and contrast thestructure of two or moretexts and analyze how thediffering structure of eachtext contributes to itsmeaning and style.

E08.A-C.2.1.2

CC.1.3.9-10.EAnalyze how an author’schoices concerning how tostructure a text, orderevents within it, andmanipulate time create aneffect.

L.F.1.1.3L.F.2.3.2L.F.2.3.3L.F.2.5.3

CC.1.3.11-12.EEvaluate the structure oftexts including howspecific sentences,paragraphs, and largerportions of the texts relateto each other and thewhole.

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1.3 Reading LiteratureStudents read and respond to works of literature—with an emphasis on comprehension, vocabulary acquisition, and makingconnections among ideas and between texts with a focus on textual evidence.

Grade 6 Grade 7 Grade 8 Grades 9-10 Grades 11-12

Cra

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ruct

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Voc

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CC.1.3.6.FDetermine the meaning ofwords and phrases as theyare used in grade-levelreading and content,including interpretation offigurative language incontext.

E06.A-C.2.1.3E06.A-V.4.1.1E06.A-V.4.1.2

CC.1.3.7.FDetermine the meaning ofwords and phrases as theyare used in grade-levelreading and content,including interpretation offigurative, connotativemeanings.

E07.A-C.2.1.3E07.A-V.4.1.1E07.A-V.4.1.2

CC.1.3.8.FAnalyze the influence ofthe words and phrases in atext including figurativeand connotative meaningsand how they shapemeaning and tone.

E08.A-C.2.1.3E08.A-V.4.1.1E08.A-V.4.1.2

CC.1.3.9-10.FAnalyze how words andphrases shape meaning andtone in texts.

L.F.2.3.5L.F.2.5.1

CC.1.3.11-12.FEvaluate how words andphrases shape meaning andtone in texts.

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CC.1.3.6.GCompare and contrast theexperiences of reading astory, drama, or poem tolistening to or viewing anaudio, video, or liveversion of the text,including contrasting whatis ‘‘seen’’ and ‘‘heard’’when reading the text towhat is perceived whenlistening or watching.

CC.1.3.7.GCompare and contrast awritten story, drama, orpoem to its audio, filmed,staged, or multimediaversion, analyzing theeffects of techniquesunique to each medium(e.g., lighting, sound, color,or camera focus and anglesin a film).

CC.1.3.8.GAnalyze the extent towhich a filmed or liveproduction of a story ordrama stays faithful to ordeparts from the text orscript, evaluating thechoices made by directorsor actors.

CC.1.3.9-10.GAnalyze the representationof a subject or a key scenein two different artisticmediums, including what isemphasized or absent ineach treatment.

L.F.2.2.1L.F.2.2.3L.F.2.2.4

CC.1.3.11-12.GAnalyze multipleinterpretations of a story,drama, or poem (e.g.,recorded or live productionof a play or recorded novelor poetry), evaluating howeach version interprets thesource text. (Include atleast one play byShakespeare and one playby an American dramatist.)

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1.3 Reading LiteratureStudents read and respond to works of literature—with an emphasis on comprehension, vocabulary acquisition, and makingconnections among ideas and between texts with a focus on textual evidence.

Grade 6 Grade 7 Grade 8 Grades 9-10 Grades 11-12

Inte

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Compare and contrast textsin different forms or genresin terms of theirapproaches to similarthemes and topics as wellas their use of additionalliterary elements.

E06.A-C.3.1.1

CC.1.3.7.HCompare and contrast afictional portrayal of atime, place, or characterand a historical account ofthe same period as ameans of understandinghow authors of fiction useor alter history.

E07.A-C.3.1.1

CC.1.3.8.HAnalyze how a modernwork of fiction draws onthemes, patterns of events,or character types fromtraditional works, includingdescribing how thematerial is rendered new.

E08.A-C.3.1.1

CC.1.3.9-10.HAnalyze how an authordraws on and transformsthemes, topics, charactertypes, and/or other textelements from sourcematerial in a specific work.

L.F.2.2.2L.F.2.4.1

CC.1.3.11-12.HDemonstrate knowledge offoundational works ofliterature that reflect avariety of genres in therespective major periods ofliterature, including howtwo or more texts from thesame period treat similarthemes or topics.

Voc

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CC.1.3.6.IDetermine or clarify themeaning of unknown andmultiple-meaning wordsand phrases based ongrade-level reading andcontent, choosing flexiblyfrom a range of strategiesand tools.

E06.A-V.4.1.1

CC.1.3.7.IDetermine or clarify themeaning of unknown andmultiple-meaning wordsand phrases based ongrade-level reading andcontent, choosing flexiblyfrom a range of strategiesand tools.

E07.A-V.4.1.1

CC.1.3.8.IDetermine or clarify themeaning of unknown andmultiple-meaning wordsand phrases based ongrade-level reading andcontent, choosing flexiblyfrom a range of strategiesand tools.

E08.A-V.4.1.1

CC.1.3.9-10.IDetermine or clarify themeaning of unknown andmultiple-meaning wordsand phrases based ongrade-level reading andcontent, choosing flexiblyfrom a range of strategiesand tools.

L.F.1.2.1L.F.1.2.2L.F.1.2.3L.F.1.2.4

CC.1.3.11-12.IDetermine or clarify themeaning of unknown andmultiple-meaning wordsand phrases based ongrade-level reading andcontent, choosing flexiblyfrom a range of strategiesand tools.

Ch.

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No.

474M

ay14

1.3 Reading LiteratureStudents read and respond to works of literature—with an emphasis on comprehension, vocabulary acquisition, and makingconnections among ideas and between texts with a focus on textual evidence.

Grade 6 Grade 7 Grade 8 Grades 9-10 Grades 11-12

Voc

abul

ary

Acq

uisi

tion

and

Use

CC.1.3.6.JAcquire and use accuratelygrade-appropriate generalacademic and domain-specific words and phrases;gather vocabularyknowledge whenconsidering a word orphrase important tocomprehension orexpression.

E06.A-V.4.1.1E06.A-V.4.1.2

CC.1.3.7.JAcquire and use accuratelygrade-appropriate generalacademic and domain-specific words and phrases;gather vocabularyknowledge whenconsidering a word orphrase important tocomprehension orexpression.

E07.A-V.4.1.1E07.A-V.4.1.2

CC.1.3.8.JAcquire and use accuratelygrade-appropriate generalacademic and domain-specific words and phrases;gather vocabularyknowledge whenconsidering a word orphrase important tocomprehension orexpression.

E08.A-V.4.1.1E08.A-V.4.1.2

CC.1.3.9-10.JAcquire and use accuratelygrade appropriate generalacademic and domainspecific words and phrases;gather vocabularyknowledge whenconsidering a word orphrase important tocomprehension orexpression.

L.F.1.2.1L.F.1.2.2L.F.1.2.3L.F.1.2.4

CC.1.3.11-12.JAcquire and use accuratelygeneral academic anddomain-specific words andphrases, sufficient forreading, writing, speaking,and listening at thecollege- and career-readiness level;demonstrate independencein gathering vocabularyknowledge whenconsidering a word orphrase important tocomprehension orexpression.

Ran

geof

Rea

ding CC.1.3.6.K

Read and comprehendliterary fiction on gradelevel, readingindependently andproficiently.

CC.1.3.7.KRead and comprehendliterary fiction on gradelevel, readingindependently andproficiently.

CC.1.3.8.KRead and comprehendliterary fiction on gradelevel, readingindependently andproficiently.

CC.1.3.9-10.KRead and comprehendliterary fiction on gradelevel, readingindependently andproficiently.

CC.1.3.11-12.KRead and comprehendliterary fiction on gradelevel, readingindependently andproficiently.

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1.4 WritingStudents write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective andappropriate content.

Grade 6 Grade 7 Grade 8 Grades 9-10 Grades 11-12

Info

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Exp

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CC.1.4.6.AWrite informative/explanatory texts toexamine a topic andconvey ideas, concepts,and information clearly.

CC.1.4.7.AWrite informative/explanatory texts toexamine a topic andconvey ideas, concepts,and information clearly.

CC.1.4.8.AWrite informative/explanatory texts toexamine a topic andconvey ideas, concepts,and information clearly.

CC.1.4.9-10.AWrite informative/explanatory texts toexamine and conveycomplex ideas, concepts,and information clearlyand accurately.

CC.1.4.11-12.AWrite informative/explanatory texts toexamine and conveycomplex ideas, concepts,and information clearlyand accurately.

Info

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Exp

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Focu

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CC.1.4.6.BIdentify and introduce thetopic for the intendedaudience.

E06.C.1.2.1E06.E.1.1.1

CC.1.4.7.BIdentify and introduce thetopic clearly, including apreview of what is tofollow.

E07.C.1.2.1E07.E.1.1.1

CC.1.4.8.BIdentify and introduce thetopic clearly, including apreview of what is tofollow.

E08.C.1.2.1E08.E.1.1.1

CC.1.4.9-10.BWrite with a sharp, distinctfocus identifying topic,task, and audience.

C.E.1.1.1

CC.1.4.11-12.BWrite with a sharp, distinctfocus identifying topic,task, and audience.

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1.4 WritingStudents write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective andappropriate content.

Grade 6 Grade 7 Grade 8 Grades 9-10 Grades 11-12

Info

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Exp

lana

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Con

tent

CC.1.4.6.CDevelop and analyze thetopic with relevant facts,definitions, concretedetails, quotations, or otherinformation and examples;include graphics andmultimedia when useful toaiding comprehension.

E06.C.1.2.2E06.E.1.1.2

CC.1.4.7.CDevelop and analyze thetopic with relevant facts,definitions, concretedetails, quotations, or otherinformation and examples;include graphics andmultimedia when useful toaiding comprehension.

E07.C.1.2.2E07.E.1.1.2

CC.1.4.8.CDevelop and analyze thetopic with relevant, well-chosen facts, definitions,concrete details,quotations, or otherinformation and examples;include graphics andmultimedia when useful toaiding comprehension.

E08.C.1.2.2E08.E.1.1.2

CC.1.4.9-10.CDevelop and analyze thetopic with relevant, well-chosen, and sufficientfacts, extended definitions,concrete details,quotations, or otherinformation and examplesappropriate to theaudience’s knowledge ofthe topic; include graphicsand multimedia whenuseful to aidingcomprehension.

C.E.1.1.2

CC.1.4.11-12.CDevelop and analyze thetopic thoroughly byselecting the mostsignificant and relevantfacts, extended definitions,concrete details,quotations, or otherinformation and examplesappropriate to theaudience’s knowledge ofthe topic; include graphicsand multimedia whenuseful to aidingcomprehension.

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Grade 6 Grade 7 Grade 8 Grades 9-10 Grades 11-12

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CC.1.4.6.DOrganize ideas, concepts,and information usingstrategies such asdefinition, classification,comparison/contrast, andcause/effect; useappropriate transitions toclarify the relationshipsamong ideas and concepts;provide a concludingstatement or section;include formatting whenuseful to aidingcomprehension.

E06.C.1.2.1E06.C.1.2.3E06.C.1.2.6E06.E.1.1.1E06.E.1.1.3E06.E.1.1.6

CC.1.4.7.DOrganize ideas, concepts,and information usingstrategies such asdefinition, classification,comparison/contrast, andcause/effect; useappropriate transitions tocreate cohesion and clarifythe relationships amongideas and concepts;provide a concludingstatement or section;include formatting whenuseful to aidingcomprehension.

E07.C.1.2.1E07.C.1.2.3E07.C.1.2.6E07.E.1.1.1E07.E.1.1.3E07.E.1.1.6

CC.1.4.8.DOrganize ideas, concepts,and information intobroader categories; useappropriate and variedtransitions to createcohesion and clarify therelationships among ideasand concepts; provide aconcluding statement orsection; include formattingwhen useful to aidingcomprehension.

E08.C.1.2.1E08.C.1.2.3E08.C.1.2.6E08.E.1.1.1E08.E.1.1.3E08.E.1.1.6

CC.1.4.9-10.DOrganize ideas, concepts,and information to makeimportant connections anddistinctions; useappropriate and variedtransitions to link themajor sections of the text;include formatting whenuseful to aidingcomprehension; provide aconcluding statement orsection.

C.E.1.1.3C.E.1.1.5

CC.1.4.11-12.DOrganize complex ideas,concepts, and informationso that each new elementbuilds on that whichprecedes it to create awhole; use appropriate andvaried transitions andsyntax to link the majorsections of the text;provide a concludingstatement or section thatsupports the informationpresented; includeformatting when useful toaiding comprehension.

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1.4 WritingStudents write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective andappropriate content.

Grade 6 Grade 7 Grade 8 Grades 9-10 Grades 11-12

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CC.1.4.6.EWrite with an awareness ofthe stylistic aspects ofcomposition.• Use precise language and

domain-specificvocabulary to informabout or explain thetopic.

• Use sentences of varyinglengths and complexities.

• Develop and maintain aconsistent voice.

• Establish and maintain aformal style.

E06.C.1.2.4E06.C.1.2.5E06.D.2.1.1E06.D.2.1.2E06.D.2.1.3E06.D.2.1.4E06.D.2.1.5E06.E.1.1.4E06.E.1.1.5

CC.1.4.7.EWrite with an awareness ofthe stylistic aspects ofcomposition.• Use precise language and

domain-specificvocabulary to informabout or explain thetopic.

• Use sentences of varyinglengths and complexities.

• Develop and maintain aconsistent voice.

• Establish and maintain aformal style.

E07.C.1.2.4E07.C.1.2.5E07.D.2.1.1E07.D.2.1.2E07.D.2.1.3E07.D.2.1.4E07.D.2.1.5E07.E.1.1.4E07.E.1.1.5

CC.1.4.8.EWrite with an awareness ofthe stylistic aspects ofcomposition.• Use precise language and

domain-specificvocabulary to informabout or explain thetopic.

• Use sentences of varyinglengths and complexities.

• Create tone and voicethrough preciselanguage.

• Establish and maintain aformal style.

E08.C.1.2.4E08.C.1.2.5E08.D.2.1.1E08.D.2.1.2E08.D.2.1.3E08.D.2.1.4E08.D.2.1.5E08.D.2.1.6E08.E.1.1.4E08.E.1.1.5

CC.1.4.9-10.EWrite with an awareness ofthe stylistic aspects ofcomposition.• Use precise language and

domain-specificvocabulary to managethe complexity of thetopic.

• Establish and maintain aformal style andobjective tone whileattending to the norms ofthe discipline in whichthey are writing.

C.E.1.1.4C.E.2.1.1C.E.2.1.2C.E.2.1.3C.E.2.1.4C.E.2.1.6C.E.2.1.7

CC.1.4.11-12.E• Write with an awareness

of the stylistic aspects ofcomposition.

• Use precise language,domain-specificvocabulary, andtechniques such asmetaphor, simile, andanalogy to manage thecomplexity of the topic.

• Establish and maintain aformal style andobjective tone whileattending to the norms ofthe discipline in whichthey are writing.

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1.4 WritingStudents write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective andappropriate content.

Grade 6 Grade 7 Grade 8 Grades 9-10 Grades 11-12

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CC.1.4.6.FDemonstrate a grade-appropriate command ofthe conventions of standardEnglish grammar, usage,capitalization, punctuation,and spelling.

E06.D.1.1.1E06.D.1.1.2E06.D.1.1.3E06.D.1.1.4E06.D.1.1.5E06.D.1.1.6E06.D.1.1.7E06.D.1.1.8E06.D.1.2.1E06.D.1.2.2E06.D.1.2.3

CC.1.4.7.FDemonstrate a grade-appropriate command ofthe conventions of standardEnglish grammar, usage,capitalization, punctuation,and spelling.

E07.D.1.1.1E07.D.1.1.2E07.D.1.1.3E07.D.1.1.4E07.D.1.1.5E07.D.1.1.6E07.D.1.1.7E07.D.1.1.8E07.D.1.1.9E07.D.1.2.1E07.D.1.2.2E07.D.1.2.3E07.D.1.2.4

CC.1.4.8.FDemonstrate a grade-appropriate command ofthe conventions of standardEnglish grammar, usage,capitalization, punctuation,and spelling.

E08.D.1.1.1E08.D.1.1.2E08.D.1.1.3E08.D.1.1.4E08.D.1.1.5E08.D.1.1.6E08.D.1.1.7E08.D.1.1.8E08.D.1.1.9E08.D.1.1.10E08.D.1.1.11E08.D.1.2.1E08.D.1.2.2E08.D.1.2.3E08.D.1.2.4E08.D.1.2.5

CC.1.4.9-10.FDemonstrate a grade-appropriate command ofthe conventions of standardEnglish grammar, usage,capitalization, punctuation,and spelling.

C.E.1.1.5C.E.3.1.1C.E.3.1.2C.E.3.1.3C.E.3.1.4C.E.3.1.5

CC.1.4.11-12.FDemonstrate a grade-appropriate command ofthe conventions of standardEnglish grammar, usage,capitalization, punctuation,and spelling.

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1.4 WritingStudents write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective andappropriate content.

Grade 6 Grade 7 Grade 8 Grades 9-10 Grades 11-12

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e CC.1.4.6.GWrite arguments tosupport claims.

CC.1.4.7.GWrite arguments tosupport claims.

CC.1.4.8.GWrite arguments tosupport claims.

CC.1.4.9-10.GWrite arguments tosupport claims in ananalysis of substantivetopics.

CC.1.4.11-12.GWrite arguments tosupport claims in ananalysis of substantivetopics.

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CC.1.4.6.HIntroduce and state anopinion on a topic.

E06.C.1.1.1E06.E.1.1.1

CC.1.4.7.HIntroduce and state anopinion on a topic.

E07.C.1.1.1E07.E.1.1.1

CC.1.4.8.HIntroduce and state anopinion on a topic.

E08.C.1.1.1E08.E.1.1.1

CC.1.4.9-10.HWrite with a sharp, distinctfocus identifying topic,task, and audience.• Introduce the precise

claim.

C.P.1.1.1

CC.1.4.11-12.HWrite with a sharp, distinctfocus identifying topic,task, and audience.• Introduce the precise,

knowledgeable claim.

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1.4 WritingStudents write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective andappropriate content.

Grade 6 Grade 7 Grade 8 Grades 9-10 Grades 11-12

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CC.1.4.6.IUse clear reasons andrelevant evidence tosupport claims, usingcredible sources anddemonstrating anunderstanding of the topic.

E06.C.1.1.2E06.E.1.1.2

CC.1.4.7.IAcknowledge alternate oropposing claims andsupport claim with logicalreasoning and relevantevidence, using accurate,credible sources anddemonstrating anunderstanding of the topic.

E07.C.1.1.2E07.E.1.1.2

CC.1.4.8.IAcknowledge anddistinguish the claim(s)from alternate or opposingclaims and support claimwith logical reasoning andrelevant evidence, usingaccurate, credible sourcesand demonstrating anunderstanding of the topic.

E08.C.1.1.2E08.E.1.1.2

CC.1.4.9-10.IDistinguish the claim(s)from alternate or opposingclaims; develop claim(s)fairly, supplying evidencefor each while pointing outthe strengths andlimitations of both in amanner that anticipates theaudience’s knowledge leveland concerns.

C.P.1.1.2C.P.1.1.3

CC.1.4.11-12.IDistinguish the claim(s)from alternate or opposingclaims; develop claim(s)and counterclaims fairlyand thoroughly, supplyingthe most relevant evidencefor each while pointing outthe strengths andlimitations of both in amanner that anticipates theaudience’s knowledgelevel, concerns, values, andpossible biases.

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1.4 WritingStudents write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective andappropriate content.

Grade 6 Grade 7 Grade 8 Grades 9-10 Grades 11-12

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CC.1.4.6.JOrganize the claim(s) withclear reasons and evidenceclearly; clarifyrelationships amongclaim(s) and reasons byusing words, phrases, andclauses; provide aconcluding statement orsection that follows fromthe argument presented.

E06.C.1.1.1E06.C.1.1.3E06.C.1.1.5E06.E.1.1.1E06.E.1.1.3E06.E.1.1.6

CC.1.4.7.JOrganize the claim(s) withclear reasons and evidenceclearly; clarifyrelationships amongclaim(s) and reasons byusing words, phrases, andclauses to create cohesion;provide a concludingstatement or section thatfollows from and supportsthe argument presented.

E07.C.1.1.1E07.C.1.1.3E07.C.1.1.5E07.E.1.1.1E07.E.1.1.3E07.E.1.1.6

CC.1.4.8.JOrganize the claim(s) withclear reasons and evidenceclearly; clarifyrelationships amongclaim(s), counterclaims,reasons, and evidence byusing words, phrases, andclauses to create cohesion;provide a concludingstatement or section thatfollows from and supportsthe argument presented.

E08.C.1.1.1E08.C.1.1.3E08.C.1.1.5E08.E.1.1.1E08.E.1.1.3E08.E.1.1.6

CC.1.4.9-10.JCreate organization thatestablishes clearrelationships amongclaim(s), counterclaims,reasons, and evidence; usewords, phrases, and clausesto link the major sectionsof the text, createcohesion, and clarify therelationships betweenclaim(s) and reasons,between reasons andevidence, and betweenclaim(s) and counterclaims;provide a concludingstatement or section thatfollows from and supportsthe argument presented.

C.P.1.1.2C.P.1.1.3C.P.2.1.5C.P.2.1.6

CC.1.4.11-12.JCreate organization thatlogically sequencesclaim(s), counterclaims,reasons, and evidence; usewords, phrases, and clausesas well as varied syntax tolink the major sections ofthe text to create cohesionand clarify therelationships betweenclaim(s) and reasons,between reasons andevidence, and betweenclaim(s) and counterclaims;provide a concludingstatement or section thatfollows from and supportsthe argument presented.

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1.4 WritingStudents write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective andappropriate content.

Grade 6 Grade 7 Grade 8 Grades 9-10 Grades 11-12

Opi

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CC.1.4.6.KWrite with an awareness ofthe stylistic aspects ofcomposition.• Use precise language and

domain-specificvocabulary to informabout or explain thetopic.

• Use sentences of varyinglengths and complexities.

• Develop and maintain aconsistent voice.

• Establish and maintain aformal style.

E06.C.1.1.4E06.D.2.1.1E06.D.2.1.2E06.D.2.1.3E06.D.2.1.4E06.D.2.1.5E06.E.1.1.4E06.E.1.1.5

CC.1.4.7.KWrite with an awareness ofthe stylistic aspects ofcomposition.• Use precise language and

domain-specificvocabulary to informabout or explain thetopic.

• Use sentences of varyinglengths and complexities.

• Develop and maintain aconsistent voice.

• Establish and maintain aformal style.

E07.C.1.1.4E07.D.2.1.1E07.D.2.1.2E07.D.2.1.3E07.D.2.1.4E07.D.2.1.5E07.E.1.1.4E07.E.1.1.5

CC.1.4.8.KWrite with an awareness ofthe stylistic aspects ofcomposition.• Use precise language and

domain-specificvocabulary to informabout or explain thetopic.

• Use sentences of varyinglengths and complexities.

• Create tone and voicethrough preciselanguage.

• Establish and maintain aformal style.

E08.C.1.1.4E08.D.2.1.1E08.D.2.1.2E08.D.2.1.3E08.D.2.1.4E08.D.2.1.5E08.D.2.1.6E08.E.1.1.4E08.E.1.1.5

CC.1.4.9-10.KWrite with an awareness ofthe stylistic aspects ofcomposition.• Use precise language and

domain-specificvocabulary to managethe complexity of thetopic.

• Establish and maintain aformal style andobjective tone whileattending to the norms ofthe discipline in whichthey are writing.

C.P.1.1.4C.P.2.1.1C.P.2.1.2C.P.2.1.3C.P.2.1.4C.P.2.1.6C.P.2.1.7

CC.1.4.11-12.KWrite with an awareness ofthe stylistic aspects ofcomposition.• Use precise language and

domain-specificvocabulary to managethe complexity of thetopic.

• Establish and maintaina formal style andobjective tone whileattending to the normsof the discipline inwhich they are writing.

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1.4 WritingStudents write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective andappropriate content.

Grade 6 Grade 7 Grade 8 Grades 9-10 Grades 11-12

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CC.1.4.6.LDemonstrate a grade-appropriate command ofthe conventions of standardEnglish grammar, usage,capitalization, punctuation,and spelling.

E06.D.1.1.1E06.D.1.1.2E06.D.1.1.3E06.D.1.1.4E06.D.1.1.5E06.D.1.1.6E06.D.1.1.7E06.D.1.1.8E06.D.1.2.1E06.D.1.2.2E06.D.1.2.3

CC.1.4.7.LDemonstrate a grade-appropriate command ofthe conventions of standardEnglish grammar, usage,capitalization, punctuation,and spelling.

E07.D.1.1.1E07.D.1.1.2E07.D.1.1.3E07.D.1.1.4E07.D.1.1.5E07.D.1.1.6E07.D.1.1.7E07.D.1.1.8E07.D.1.1.9E07.D.1.2.1E07.D.1.2.2E07.D.1.2.3E07.D.1.2.4

CC.1.4.8.LDemonstrate a grade-appropriate command ofthe conventions of standardEnglish grammar, usage,capitalization, punctuation,and spelling.

E08.D.1.1.1E08.D.1.1.2E08.D.1.1.3E08.D.1.1.4E08.D.1.1.5E08.D.1.1.6E08.D.1.1.7E08.D.1.1.8E08.D.1.1.9E08.D.1.1.10E08.D.1.1.11E08.D.1.2.1E08.D.1.2.2E08.D.1.2.3E08.D.1.2.4E08.D.1.2.5

CC.1.4.9-10.LDemonstrate a grade-appropriate command ofthe conventions of standardEnglish grammar, usage,capitalization, punctuation,and spelling.

C.P.1.1.5C.P.3.1.1C.P.3.1.2C.P.3.1.3C.P.3.1.4C.P.3.1.5

CC.1.4.11-12.LDemonstrate a grade-appropriate command ofthe conventions of standardEnglish grammar, usage,capitalization, punctuation,and spelling.

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1.4 WritingStudents write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective andappropriate content.

Grade 6 Grade 7 Grade 8 Grades 9-10 Grades 11-12

Nar

rativ

e CC.1.4.6.MWrite narratives todevelop real or imaginedexperiences or events.

CC.1.4.7.MWrite narratives todevelop real or imaginedexperiences or events.

CC.1.4.8.MWrite narratives todevelop real or imaginedexperiences or events.

CC.1.4.9-10.MWrite narratives todevelop real or imaginedexperiences or events.

CC.1.4.11-12.MWrite narratives todevelop real or imaginedexperiences or events.

Nar

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CC.1.4.6.NEngage and orient thereader by establishing acontext and introducing anarrator and/or characters.

E06.C.1.3.1

CC.1.4.7.NEngage and orient thereader by establishing acontext and point of viewand introducing a narratorand/or characters.

E07.C.1.3.1

CC.1.4.8.NEngage and orient thereader by establishing acontext and point of viewand introducing a narratorand/or characters.

E08.C.1.3.1

CC.1.4.9-10.NEngage and orient thereader by setting out aproblem, situation, orobservation, establishingone or multiple points ofview, and introducing anarrator and/or characters.

CC.1.4.11-12.NEngage and orient thereader by setting out aproblem, situation, orobservation and itssignificance, establishingone or multiple points ofview, and introducing anarrator and/or characters.

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1.4 WritingStudents write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective andappropriate content.

Grade 6 Grade 7 Grade 8 Grades 9-10 Grades 11-12

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CC.1.4.6.OUse narrative techniquessuch as dialogue,description, and pacing todevelop experiences,events, and/or characters;use precise words andphrases, relevantdescriptive details, andsensory language toconvey experiences andevents.

E06.C.1.3.2E06.C.1.3.4

CC.1.4.7.OUse narrative techniquessuch as dialogue,description, and pacing todevelop experiences,events, and/or characters;use precise words andphrases, relevantdescriptive details, andsensory language tocapture the action andconvey experiences andevents.

E07.C.1.3.2E07.C.1.3.4

CC.1.4.8.OUse narrative techniquessuch as dialogue,description, reflection, andpacing to developexperiences, events, and/orcharacters; use precisewords and phrases,relevant descriptive details,and sensory language tocapture the action andconvey experiences andevents.

E08.C.1.3.2E08.C.1.3.4

CC.1.4.9-10.OUse narrative techniquessuch as dialogue,description, reflection,multiple plotlines, andpacing to developexperiences, events, and/orcharacters; use precisewords and phrases, tellingdetails, and sensorylanguage to convey a vividpicture of the experiences,events, settings, and/orcharacters.

CC.1.4.11-12.OUse narrative techniquessuch as dialogue,description, reflection,multiple plotlines, andpacing to developexperiences, events, and/orcharacters; use precisewords and phrases, tellingdetails, and sensorylanguage to convey a vividpicture of the experiences,events, settings, and/orcharacters.

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1.4 WritingStudents write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective andappropriate content.

Grade 6 Grade 7 Grade 8 Grades 9-10 Grades 11-12

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CC.1.4.6.POrganize an eventsequence that unfoldsnaturally and logically,using a variety oftransition words, phrases,and clauses to conveysequence and signal shiftsfrom one time frame orsetting to another; providea conclusion that followsfrom the narratedexperiences and events.

E06.C.1.3.1E06.C.1.3.3E06.C.1.3.5

CC.1.4.7.POrganize an eventsequence that unfoldsnaturally and logically,using a variety oftransition words, phrases,and clauses to conveysequence and signal shiftsfrom one time frame orsetting to another; providea conclusion that followsfrom and reflects on thenarrated experiences andevents.

E07.C.1.3.1E07.C.1.3.3E07.C.1.3.5

CC.1.4.8.POrganize an eventsequence that unfoldsnaturally and logicallyusing a variety oftransition words, phrases,and clauses to conveysequence, signal shiftsfrom one time frame orsetting to another andshow the relationshipsamong experiences andevents; provide aconclusion that followsfrom and reflects on thenarrated experiences orevents.

E08.C.1.3.1E08.C.1.3.3E08.C.1.3.5

CC.1.4.9-10.PCreate a smoothprogression of experiencesor events using a variety oftechniques to sequenceevents so that they buildon one another to create acoherent whole; provide aconclusion that followsfrom and reflects on whatis experienced, observed,or resolved over the courseof the narrative.

CC.1.4.11-12.PCreate a smoothprogression of experiencesor events using a variety oftechniques to sequenceevents so that they buildon one another to create acoherent whole and buildtoward a particular toneand outcome; provide aconclusion that followsfrom and reflects on whatis experienced, observed,or resolved over the courseof the narrative.

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Grade 6 Grade 7 Grade 8 Grades 9-10 Grades 11-12

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CC.1.4.6.QWrite with an awareness ofthe stylistic aspects ofwriting.• Vary sentence patterns

for meaning, reader/listener interest, andstyle.

• Use precise language.• Develop and maintain a

consistent voice.

E06.C.1.3.4E06.D.2.1.1E06.D.2.1.2E06.D.2.1.3E06.D.2.1.4E06.D.2.1.5E06.E.1.1.4

CC.1.4.7.QWrite with an awareness ofthe stylistic aspects ofwriting.• Choose language that

expresses ideas preciselyand concisely,recognizing andeliminating wordinessand redundancy.

• Use sentences of varyinglengths and complexities.

• Use precise language.• Develop and maintain a

consistent voice.

E07.C.1.3.4E07.D.2.1.1E07.D.2.1.2E07.D.2.1.3E07.D.2.1.4E07.D.2.1.5

CC.1.4.8.QWrite with an awareness ofthe stylistic aspects ofwriting.• Use verbs in the active

and passive voice and inthe conditional andsubjunctive mood toachieve particular effects.

• Use sentences of varyinglengths and complexities.

• Create tone and voicethrough preciselanguage.

E08.C.1.3.4E08.D.2.1.1E08.D.2.1.2E08.D.2.1.3E08.D.2.1.4E08.D.2.1.5E08.D.2.1.6

CC.1.4.9-10.QWrite with an awareness ofthe stylistic aspects ofwriting.• Use parallel structure.• Use various types of

phrases and clauses toconvey meaning and addvariety and interest.

CC.1.4.11-12.QWrite with an awareness ofthe stylistic aspects ofwriting.• Use parallel structure.• Use various types of

phrases and clauses toconvey specificmeanings and addvariety and interest.

• Use precise language,domain-specificvocabulary, andtechniques such asmetaphor, simile, andanalogy to manage thecomplexity of the topic.

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1.4 WritingStudents write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective andappropriate content.

Grade 6 Grade 7 Grade 8 Grades 9-10 Grades 11-12

Nar

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CC.1.4.6.RDemonstrate a grade-appropriate command ofthe conventions of standardEnglish grammar, usage,capitalization, punctuation,and spelling.

E06.D.1.1.1E06.D.1.1.2E06.D.1.1.3E06.D.1.1.4E06.D.1.1.5E06.D.1.1.6E06.D.1.1.7E06.D.1.1.8E06.D.1.2.1E06.D.1.2.2E06.D.1.2.3

CC.1.4.7.RDemonstrate a grade-appropriate command ofthe conventions of standardEnglish grammar, usage,capitalization, punctuation,and spelling.

E07.D.1.1.1E07.D.1.1.2E07.D.1.1.3E07.D.1.1.4E07.D.1.1.5E07.D.1.1.6E07.D.1.1.7E07.D.1.1.8E07.D.1.1.9E07.D.1.2.1E07.D.1.2.2E07.D.1.2.3E07.D.1.2.4

CC.1.4.8.RDemonstrate a grade-appropriate command ofthe conventions of standardEnglish grammar, usage,capitalization, punctuation,and spelling.

E08.D.1.1.1E08.D.1.1.2E08.D.1.1.3E08.D.1.1.4E08.D.1.1.5E08.D.1.1.6E08.D.1.1.7E08.D.1.1.8E08.D.1.1.9E08.D.1.1.10E08.D.1.1.11E08.D.1.2.1E08.D.1.2.2E08.D.1.2.3E08.D.1.2.4E08.D.1.2.5

CC.1.4.9-10.RDemonstrate a grade-appropriate command ofthe conventions of standardEnglish grammar, usage,capitalization, punctuation,and spelling.

CC.1.4.11-12.RDemonstrate a grade-appropriate command ofthe conventions of standardEnglish grammar, usage,capitalization, punctuation,and spelling.

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1.4 WritingStudents write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective andappropriate content.

Grade 6 Grade 7 Grade 8 Grades 9-10 Grades 11-12

Res

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CC.1.4.6.SDraw evidence fromliterary or informationaltexts to support analysis,reflection, and research,applying grade-levelreading standards forliterature and literarynonfiction.

E06.E.1.1.1E06.E.1.1.2E06.E.1.1.3E06.E.1.1.4E06.E.1.1.5E06.E.1.1.6

CC.1.4.7.SDraw evidence fromliterary or informationaltexts to support analysis,reflection, and research,applying grade-levelreading standards forliterature and literarynonfiction.

E07.E.1.1.1E07.E.1.1.2E07.E.1.1.3E07.E.1.1.4E07.E.1.1.5E07.E.1.1.6

CC.1.4.8.SDraw evidence fromliterary or informationaltexts to support analysis,reflection, and research,applying grade-levelreading standards forliterature and literarynonfiction.

E08.E.1.1.1E08.E.1.1.2E08.E.1.1.3E08.E.1.1.4E08.E.1.1.5E08.E.1.1.6

CC.1.4.9-10.SDraw evidence fromliterary or informationaltexts to support analysis,reflection, and research,applying grade-levelreading standards forliterature and literarynonfiction.

CC.1.4.11-12.SDraw evidence fromliterary or informationaltexts to support analysis,reflection, and research,applying grade-levelreading standards forliterature and literarynonfiction.

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1.4 WritingStudents write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective andappropriate content.

Grade 6 Grade 7 Grade 8 Grades 9-10 Grades 11-12

Prod

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CC.1.4.6.TWith guidance and supportfrom peers and adults,develop and strengthenwriting as needed byplanning, revising, editing,rewriting, or trying a newapproach.

CC.1.4.7.TWith some guidance andsupport from peers andadults, develop andstrengthen writing asneeded by planning,revising, editing, rewriting,or trying a new approach,focusing on how wellpurpose and audience havebeen addressed.

CC.1.4.8.TWith some guidance andsupport from peers andadults, develop andstrengthen writing asneeded by planning,revising, editing, rewriting,or trying a new approach,focusing on how wellpurpose and audience havebeen addressed.

CC.1.4.9-10.TDevelop and strengthenwriting as needed byplanning, revising, editing,rewriting, or trying a newapproach, focusing onaddressing what is mostsignificant for a specificpurpose and audience.

CC.1.4.11-12.TDevelop and strengthenwriting as needed byplanning, revising, editing,rewriting, or trying a newapproach, focusing onaddressing what is mostsignificant for a specificpurpose and audience.

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CC.1.4.6.UUse technology, includingthe Internet, to produceand publish writing as wellas to interact andcollaborate with others;demonstrate sufficientcommand of keyboardingskills to type a minimumof three pages in a singlesitting.

CC.1.4.7.UUse technology, includingthe Internet, to produceand publish writing andlink to and cite sources aswell as to interact andcollaborate with others,including linking to andciting sources.

CC.1.4.8.UUse technology, includingthe Internet, to produceand publish writing andpresent the relationshipsbetween information andideas efficiently as well asto interact and collaboratewith others.

CC.1.4.9-10.UUse technology, includingthe Internet, to produce,publish, and updateindividual or sharedwriting products, takingadvantage of technology’scapacity to link to otherinformation and to displayinformation flexibly anddynamically.

CC.1.4.11-12.UUse technology, includingthe Internet, to produce,publish, and updateindividual or sharedwriting products inresponse to ongoingfeedback, including newarguments and information.

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Grade 6 Grade 7 Grade 8 Grades 9-10 Grades 11-12

Con

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CC.1.4.6.VConduct short researchprojects to answer aquestion, drawing onseveral sources andrefocusing the inquirywhen appropriate.

CC.1.4.7.VConduct short researchprojects to answer aquestion, drawing onseveral sources andgenerating additionalrelated, focused questionsfor further research andinvestigation.

CC.1.4.8.VConduct short researchprojects to answer aquestion (including a self-generated question),drawing on several sourcesand generating additionalrelated, focused questionsthat allow for multipleavenues of exploration.

CC.1.4.9-10.VConduct short as well asmore sustained researchprojects to answer aquestion (including a self-generated question) orsolve a problem; narrow orbroaden the inquiry whenappropriate; synthesizemultiple sources on thesubject, demonstratingunderstanding of thesubject under investigation.

CC.1.4.11-12.VConduct short as well asmore sustained researchprojects to answer aquestion (including a self-generated question) orsolve a problem; narrow orbroaden the inquiry whenappropriate; synthesizemultiple sources on thesubject, demonstratingunderstanding of thesubject under investigation.

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1.4 WritingStudents write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective andappropriate content.

Grade 6 Grade 7 Grade 8 Grades 9-10 Grades 11-12

Cre

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Rel

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CC.1.4.6.WGather relevantinformation from multipleprint and digital sources;assess the credibility ofeach source; and quote orparaphrase the data andconclusions of others whileavoiding plagiarism andproviding basicbibliographic informationfor sources.

CC.1.4.7.WGather relevantinformation from multipleprint and digital sources,using search termseffectively; assess thecredibility and accuracy ofeach source; and quote orparaphrase the data andconclusions of others whileavoiding plagiarism andfollowing a standardformat for citation.

CC.1.4.8.WGather relevantinformation from multipleprint and digital sources,using search termseffectively; assess thecredibility and accuracy ofeach source; and quote orparaphrase the data andconclusions of others whileavoiding plagiarism andfollowing a standardformat for citation.

CC.1.4.9-10.WGather relevantinformation from multipleauthoritative print anddigital sources, usingadvanced searcheseffectively; assess theusefulness of each sourcein answering the researchquestion; integrateinformation into the textselectively to maintain theflow of ideas, avoidingplagiarism and following astandard format forcitation.

CC.1.4.11-12.WGather relevantinformation from multipleauthoritative print anddigital sources, usingadvanced searcheseffectively; assess thestrengths and limitations ofeach source in terms of thetask, purpose, andaudience; integrateinformation into the textselectively to maintain theflow of ideas, avoidingplagiarism and overrelianceon any one source andfollowing a standardformat for citation.

Ran

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CC.1.4.6.XWrite routinely overextended time frames (timefor research, reflection, andrevision) and shorter timeframes (a single sitting ora day or two) for a rangeof discipline-specific tasks,purposes, and audiences.

CC.1.4.7.XWrite routinely overextended time frames (timefor research, reflection, andrevision) and shorter timeframes (a single sitting ora day or two) for a rangeof discipline-specific tasks,purposes, and audiences.

CC.1.4.8.XWrite routinely overextended time frames (timefor research, reflection, andrevision) and shorter timeframes (a single sitting ora day or two) for a rangeof discipline-specific tasks,purposes, and audiences.

CC.1.4.9-10.XWrite routinely overextended time frames (timefor research, reflection, andrevision) and shorter timeframes (a single sitting ora day or two) for a rangeof discipline-specific tasks,purposes, and audiences.

CC.1.4.11-12.XWrite routinely overextended time frames (timefor research, reflection, andrevision) and shorter timeframes (a single sitting ora day or two) for a rangeof discipline-specific tasks,purposes, and audiences.

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1.5 Speaking and ListeningStudents present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in groupdiscussions.

Grade 6 Grade 7 Grade 8 Grades 9-10 Grades 11-12

Com

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Col

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CC.1.5.6.AEngage effectively in arange of collaborativediscussions, on grade-leveltopics, texts, and issues,building on others’ ideasand expressing their ownclearly.

CC.1.5.7.AEngage effectively in arange of collaborativediscussions, on grade-leveltopics, texts, and issues,building on others’ ideasand expressing their ownclearly.

CC.1.5.8.AEngage effectively in arange of collaborativediscussions, on grade-leveltopics, texts, and issues,building on others’ ideasand expressing their ownclearly.

CC.1.5.9-10.AInitiate and participateeffectively in a range ofcollaborative discussionson grade-level topics,texts, and issues, buildingon others’ ideas andexpressing their ownclearly and persuasively.

CC.1.5.11-12.AInitiate and participateeffectively in a range ofcollaborative discussionson grade-level topics,texts, and issues, buildingon others’ ideas andexpressing their ownclearly and persuasively.

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CC.1.5.6.BDelineate a speaker’sargument and specificclaims by identifyingspecific reasons andevidence and recognizearguments or claims notsupported by factualevidence.

CC.1.5.7.BDelineate a speaker’sargument and specificclaims, evaluating thesoundness of the reasoningand the relevance andsufficiency of theevidence.

CC.1.5.8.BDelineate a speaker’sargument and specificclaims, evaluating thesoundness of the reasoningand the relevance andsufficiency of theevidence.

CC.1.5.9-10.BEvaluate a speaker’sperspective, reasoning, anduse of evidence andrhetoric, identifying anyfallacious reasoning orexaggerated or distortedevidence.

CC.1.5.11-12.BEvaluate how the speaker’sperspective, reasoning, anduse of evidence andrhetoric affect thecredibility of an argumentthrough the author’sstance, premises, linksamong ideas, word choice,points of emphasis, andtone.

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1.5 Speaking and ListeningStudents present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in groupdiscussions.

Grade 6 Grade 7 Grade 8 Grades 9-10 Grades 11-12

Com

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CC.1.5.6.CInterpret informationpresented in diverse mediaand formats (e.g., visually,quantitatively, orally) andexplain how it contributesto a topic, text, or issueunder study.

CC.1.5.7.CAnalyze the main ideasand supporting detailspresented in diverse mediaformats (e.g., visually,quantitatively, orally) andexplain how the ideasclarify a topic, text, orissue under study.

CC.1.5.8.CAnalyze the purpose ofinformation presented indiverse media formats(e.g., visually,quantitatively, orally) andevaluate the motives (e.g.,social, commercial,political) behind itspresentation.

CC.1.5.9-10.CIntegrate multiple sourcesof information presented indiverse media or formats(e.g., visually,quantitatively, orally)evaluating the credibilityand accuracy of eachsource.

CC.1.5.11-12.CIntegrate multiple sourcesof information presented indiverse formats and media(e.g., visually,quantitatively, orally) inorder to make informeddecisions and solveproblems, evaluating thecredibility and accuracy ofeach source and noting anydiscrepancies among thedata.

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CC.1.5.6.DPresent claims andfindings, sequencing ideaslogically and usingpertinent descriptions,facts, and details toaccentuate main ideas orthemes; use appropriateeye contact, adequatevolume, and clearpronunciation.

CC.1.5.7.DPresent claims andfindings, emphasizingsalient points in a focused,coherent manner withpertinent descriptions,facts, details, andexamples; use appropriateeye contact, adequatevolume, and clearpronunciation.

CC.1.5.8.DPresent claims andfindings, emphasizingsalient points in a focused,coherent manner withrelevant evidence, sound,valid reasoning, and well-chosen details; useappropriate eye contact,adequate volume and clearpronunciation.

CC.1.5.9-10.DPresent information,findings, and supportingevidence clearly, concisely,and logically such thatlisteners can follow theline of reasoning; ensurethat the presentation isappropriate to purpose,audience, and task.

CC.1.5.11-12.DPresent information,findings, and supportingevidence, conveying aclear and distinctperspective; organization,development, substance,and style are appropriate topurpose, audience, andtask.

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1.5 Speaking and ListeningStudents present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in groupdiscussions.

Grade 6 Grade 7 Grade 8 Grades 9-10 Grades 11-12

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CC.1.5.6.EAdapt speech to a varietyof contexts and tasks.

CC.1.5.7.EAdapt speech to a varietyof contexts and tasks.

CC.1.5.8.EAdapt speech to a varietyof contexts and tasks.

CC.1.5.9-10.EAdapt speech to a varietyof contexts and tasks.

CC.1.5.11-12EAdapt speech to a varietyof contexts and tasks.

Inte

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CC.1.5.6.FInclude multimediacomponents and visualdisplays in presentations toclarify information.

CC.1.5.7.FInclude multimediacomponents and visualdisplays in presentations toclarify claims and findingsand emphasize salientpoints.

CC.1.5.8.FIntegrate multimedia andvisual displays intopresentations to addinterest, clarifyinformation, and strengthenclaims and evidence.

CC.1.5.9-10.FMake strategic use ofdigital media inpresentations to addinterest and enhanceunderstanding of findings,reasoning, and evidence.

CC.1.5.11-12.FMake strategic use ofdigital media inpresentations to addinterest and enhanceunderstanding of findings,reasoning, and evidence.

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1.5 Speaking and ListeningStudents present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in groupdiscussions.

Grade 6 Grade 7 Grade 8 Grades 9-10 Grades 11-12

Con

vent

ions

ofSt

anda

rdE

nglis

h CC.1.5.6.GDemonstrate command ofthe conventions ofstandard English whenspeaking based on Grade 6level and content.

CC.1.5.7.GDemonstrate command ofthe conventions ofstandard English whenspeaking based on Grade 7level and content.

CC.1.5.8.GDemonstrate command ofthe conventions ofstandard English whenspeaking based on Grade 8level and content.

CC.1.5.9-10.GDemonstrate command ofthe conventions ofstandard English whenspeaking based on Grades9-10 level and content.

CC.1.5.11-12.GDemonstrate command ofthe conventions ofstandard English whenspeaking based on Grades11-12 level and content.

Pennsylvania Core Standards for MathematicsGrades PreK—High School

INTRODUCTIONThe Pennsylvania Core Standards in Mathematics in grades PreK-5 lay a solid foundation in whole numbers, addition, sub-

traction, multiplication, division, fractions, and decimals. Taken together, these elements support a student’s ability to learnand apply more demanding math concepts and procedures. The middle school and high school standards call on students topractice applying mathematical ways of thinking to real world issues and challenges; they prepare students to think and reasonmathematically. Additionally, they set a rigorous definition of college and career readiness by demanding that students developa depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly do.Although the standards are not a curriculum or a prescribed series of activities, school entities will use them to develop a localschool curriculum that will meet local students’ needs.

This document includes PA Core Standards for Mathematical Content and Mathematical Practice. The mathematics stan-dards define what students should understand and be able to do. Mathematical Practice Standards describes the habits of mindrequired to reach a level of mathematical proficiency.

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PA Core StandardsMathematical Content and Mathematical Practice

Standards for Mathematical Content Standards for Mathematical Practice

2.1 Numbers and OperationsA) Counting and CardinalityB) Numbers and Operations in Base TenC) Numbers and Operations—FractionsD) Ratios and Proportional RelationshipsE) The Number SystemF) Number and Quantity

• Make sense of problems and persevere in solving them.• Reason abstractly and quantitatively.• Construct viable arguments and critique the reasoning of others.• Model with mathematics.• Use appropriate tools strategically.• Attend to precision.• Look for and make use of structure.• Look for and make sense of regularity in repeated reasoning.

2.2 Algebraic ConceptsA) Operations and Algebraic ThinkingB) Expressions & EquationsC) FunctionsD) Algebra

2.3 GeometryA) Geometry

2.4 Measurement, Data, and ProbabilityA) Measurement and DataB) Statistics and Probability

Standards cannot be viewed or addressed in isolation, as each standard depends upon or may lead into multiple standardsacross grades; thus, it is imperative that educators are familiar with both the standards that come before and those that followa particular grade level. These revised standards reflect instructional shifts that cannot occur without the integrated emphasison content and practice.

Standards are overarching statements of what a proficient math student should know and be able to do. The PennsylvaniaAssessment Anchors and Eligible Content closely align with the revised standards and are an invaluable source for greaterdetail.

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Key Points in Mathematics• The standards stress both procedural skills and conceptual understanding to ensure students are learning and applying the

critical information they need to succeed at higher levels.• K-5 standards, which provide students with a solid foundation in whole numbers, addition, subtraction, multiplication,

division, fractions, and decimals, help young students build the foundation to successfully apply more demanding mathconcepts and procedures, and move into application. They also provide detailed guidance to teachers on how to navigatetheir way through topics such as fractions, negative numbers, and geometry, and do so by maintaining a continuous pro-gression from grade to grade.

• Having built a strong foundation at K-5, students can do hands-on learning in geometry, algebra, and probability and sta-tistics. Students who have mastered the content and skills through the seventh grade will be well-prepared for algebra ingrade 8.

• High school standards emphasize practicing applying mathematical ways of thinking to real world issues and challenges.The PA Core Standards for Mathematics detail four standard areas: Numbers and Operations, Algebraic Concepts, Geom-

etry, and Measurement, Data, and Probability. These standard areas are reflective of the reporting categories in the PA CoreAssessment Anchors and Eligible Content. The intent of this document is to provide a useful tool for designing curriculum,instruction, and assessment. The grade level curriculum and instructional shifts in mathematics cannot occur without the inte-grated emphasis on content and practice. The chart below illustrates the four standard areas and the development and progres-sion of the strands, with an understanding that all is framed around the Standards for Mathematical Practice.

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Mathematical Standards: Development and Progression

Standards for Mathematical Practice

Make sense of problems and persevere in solving them.Construct viable arguments and critique the reasoning of others.Use appropriate tools strategically.Look for and make use of structure.

Reason abstractly and quantitatively.Model with mathematics.Attend to precision.Look for and express regularity in repeated

reasoning.

PreK K 1 2 3 4 5 6 7 8 HS

2.1Numbers and

Operations

(A) Counting &Cardinality

(B) Numbers and Operations in Base Ten(D) Ratios and

ProportionalRelationships

(F) Numberand

Quantity

(C) Numbers and Operations—Fractions

(E) The Number System

2.2AlgebraicConcepts

(A) Operations and Algebraic Thinking (B) Expressions and Equations (D) Algebra

(C) Functions

2.3Geometry

(A) Geometry

2.4Measurement,

Data, andProbability

(A) Measurement and Data (B) Statistics and Probability

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2.1 Numbers and Operations

The Standards of Mathematical Practices

Make sense of problems and persevere in solving them.Construct viable arguments and critique the reasoning of others.Use appropriate tools strategically.Look for and make use of structure.

Reason abstractly and quantitatively.Model with mathematics.Attend to precision.Look for and express regularity in repeated reasoning.

Grade PreK2.1.PreK

Grade K2.1.K

Grade 12.1.1

Grade 22.1.2

Grade 32.1.3

Grade 42.1.4

Grade 52.1.5

Pennsylvania’s public schools shall teach, challenge, and support every student to realize his or her maximum potential and to acquire the knowledgeand skills needed to:

(A)

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CC.2.1.PreK.A.1Know number namesand the count sequence.

CC.2.1.K.A.1Know number namesand write and recite thecount sequence.

IntentionallyBlank

IntentionallyBlank

IntentionallyBlank

IntentionallyBlank

IntentionallyBlank

CC.2.1.PreK.A.2Count to tell thenumber of objects.

CC.2.1.K.A.2Apply one-to-onecorrespondence tocount the number ofobjects.

CC.2.1.PreK.A.3Compare numbers.

CC.2.1.K.A.3Apply the concept ofmagnitude to comparenumbers and quantities.

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2.1 Numbers and Operations

The Standards of Mathematical Practices

Make sense of problems and persevere in solving them.Construct viable arguments and critique the reasoning of others.Use appropriate tools strategically.Look for and make use of structure.

Reason abstractly and quantitatively.Model with mathematics.Attend to precision.Look for and express regularity in repeated reasoning.

Grade PreK2.1.PreK

Grade K2.1.K

Grade 12.1.1

Grade 22.1.2

Grade 32.1.3

Grade 42.1.4

Grade 52.1.5

Pennsylvania’s public schools shall teach, challenge, and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

(B)

Num

bers

&O

pera

tion

sin

Bas

eTe

n

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CC.2.1.K.B.1Use place value tocompose and decomposenumbers within 19.

CC.2.1.1.B.1Extend the countingsequence to read andwrite numerals torepresent objects.

CC.2.1.2.B.1Use place-valueconcepts to representamounts of tens andones and to comparethree digit numbers.

CC.2.1.3.B.1Apply place-valueunderstanding andproperties ofoperations toperform multi-digitarithmetic.

M03.A-T.1.1.1M03.A-T.1.1.2M03.A-T.1.1.3M03.A-T.1.1.4

CC.2.1.4.B.1Apply place-valueconcepts to show anunderstanding ofmulti-digit wholenumbers.

M04.A-T.1.1.1M04.A-T.1.1.2M04.A-T.1.1.3M04.A-T.1.1.4

CC.2.1.5.B.1Apply place-valueconcepts to show anunderstanding ofoperations androunding as theypertain to wholenumbers anddecimals.

M05.A-T.1.1.1M05.A-T.1.1.2M05.A-T.1.1.3M05.A-T.1.1.4M05.A-T.1.1.5

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CC.2.1.1.B.2Use place-valueconcepts to representamounts of tens andones and to comparetwo digit numbers.

CC.2.1.2.B.2Use place-valueconcepts to read,write, and skip countto 1000.

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CC.2.1.4.B.2Use place-valueunderstanding andproperties ofoperations toperform multi-digitarithmetic.

M04.A-T.2.1.1M04.A-T.2.1.2M04.A-T.2.1.3M04.A-T.2.1.4

CC.2.1.5.B.2Extend anunderstanding ofoperations withwhole numbers toperform operationsincluding decimals.

M05.A-T.2.1.1M05.A-T.2.1.2M05.A-T.2.1.3

CC.2.1.1.B.3Use place-valueconcepts andproperties of opera-tions to add andsubtract within 100.

CC.2.1.2.B.3Use place-valueunderstanding andproperties of opera-tions to add andsubtract within 1000.

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2.1 Numbers and Operations

The Standards of Mathematical Practices

Make sense of problems and persevere in solving them.Construct viable arguments and critique the reasoning of others.Use appropriate tools strategically.Look for and make use of structure.

Reason abstractly and quantitatively.Model with mathematics.Attend to precision.Look for and express regularity in repeated reasoning.

Grade PreK2.1.PreK

Grade K2.1.K

Grade 12.1.1

Grade 22.1.2

Grade 32.1.3

Grade 42.1.4

Grade 52.1.5

Pennsylvania’s public schools shall teach, challenge, and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

(C)

Num

bers

&O

pera

tion

s—F

ract

ions

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CC.2.1.3.C.1Explore and develop anunderstanding of frac-tions as numbers.

M03.A-F.1.1.1M03.A-F.1.1.2M03.A-F.1.1.3M03.A-F.1.1.4M03.A-F.1.1.5

CC.2.1.4.C.1Extend the understandingof fractions to showequivalence andordering.

M04.A-F.1.1.1M04.A-F.1.1.2

CC.2.1.5.C.1Use the understanding ofequivalency to add andsubtract fractions.

M05.A-F.1.1.1

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CC.2.1.4.C.2Build fractions from unitfractions by applying andextending previousunderstandings ofoperations on wholenumbers.

M04.A-F.2.1.1M04.A-F.2.1.2M04.A-F.2.1.3M04.A-F.2.1.4M04.A-F.2.1.5M04.A-F.2.1.6M04.A-F.2.1.7

CC.2.1.5.C.2Apply and extendprevious understand-ings of multi-plication and division tomultiply and dividefractions.

M05.A-F.2.1.1M05.A-F.2.1.2M05.A-F.2.1.3M05.A-F.2.1.4

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CC.2.1.4.C.3Connect decimal notationto fractions, and comparedecimal fractions (base10 denominator, e.g.,19/100).

M04.A-F.3.1.1M04.A-F.3.1.2M04.A-F.3.1.3

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2.2 Algebraic Concepts

The Standards of Mathematical Practices

Make sense of problems and persevere in solving them.Construct viable arguments and critique the reasoning of others.Use appropriate tools strategically.Look for and make use of structure.

Reason abstractly and quantitatively.Model with mathematics.Attend to precision.Look for and express regularity in repeated reasoning.

Grade PreK2.2.PreK

Grade K2.2.K

Grade 12.2.1

Grade 22.2.2

Grade 32.2.3

Grade 42.2.4

Grade 52.2.5

Pennsylvania’s public schools shall teach, challenge, and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

(A)

Ope

rati

ons

and

Alg

ebra

icT

hink

ing

CC.2.2.PreK.A.1Understand addition as puttingtogether and adding to, andunderstand subtraction as takingapart and taking from.

CC.2.2.K.A.1Extend the concepts of puttingtogether and taking apart to addand subtract within 10.

CC.2.2.1.A.1Represent and solveproblems involvingaddition and subtractionwithin 20.

CC.2.2.2.A.1Represent and solveproblems involvingaddition and subtractionwithin 100.

CC.2.2.3.A.1Represent and solveproblems involvingmultiplication anddivision.

M03.B-O.1.1.1M03.B-O.1.1.2M03.B-O.1.2.1M03.B-O.1.2.2

CC.2.2.4.A.1Represent and solveproblems involving thefour operations.

M04.B-O.1.1.1M04.B-O.1.1.2M04.B-O.1.1.3M04.B-O.1.1.4

CC.2.2.5.A.1Interpret and evaluatenumerical expressionsusing order of operations.

M05.B-O.1.1.1M05.B-O.1.1.2

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CC.2.2.1.A.2Understand and applyproperties of operationsand the relationshipbetween addition andsubtraction.

CC.2.2.2.A.2Use mental strategies toadd and subtract within20.

CC.2.2.3.A.2Understand properties ofmultiplication and therelationship betweenmultiplication anddivision.

M03.B-O.2.1.1M03.B-O.2.1.2M03.B-O.2.2.1

CC.2.2.4.A.2Develop and/or applynumber theory conceptsto find factors andmultiples.

M04.B-O.2.1.1

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CC.2.2.2.A.3Work with equal groupsof objects to gainfoundations formultiplication.

CC.2.2.3.A.3Demonstratemultiplication anddivision fluency.

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CC.2.2.3.A.4Solve problems involvingthe four operations, andidentify and explainpatterns in arithmetic.

M03.B-O.3.1.1M03.B-O.3.1.2M03.B-O.3.1.3M03.B-O.3.1.4M03.B-O.3.1.5M03.B-O.3.1.6M03.B-O.3.1.7

CC.2.2.4.A.4Generate and analyzepatterns using one rule.

M04.B-O.3.1.1M04.B-O.3.1.2M04.B-O.3.1.3

CC.2.2.5.A.4Analyze patterns andrelationships using tworules.

M05.B-O.2.1.1M05.B-O.2.1.2

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2.3 Geometry

The Standards of Mathematical Practices

Make sense of problems and persevere in solving them.Construct viable arguments and critique the reasoning of others.Use appropriate tools strategically.Look for and make use of structure.

Reason abstractly and quantitatively.Model with mathematics.Attend to precision.Look for and express regularity in repeated reasoning.

Grade PreK2.3.PreK

Grade K2.3.K

Grade 12.3.1

Grade 22.3.2

Grade 32.3.3

Grade 42.3.4

Grade 52.3.5

Pennsylvania’s public schools shall teach, challenge, and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

(A)

Geo

met

ry

CC.2.3.PreK.A.1Identify and describeshapes.

CC.2.3.K.A.1Identify and describe two-and three-dimensionalshapes.

CC.2.3.1.A.1Compose anddistinguish betweentwo- and three-dimensional shapesbased on theirattributes.

CC.2.3.2.A.1Analyze and drawtwo- and three-dimensional shapeshaving specifiedattributes.

CC.2.3.3.A.1Identify, compare,and classify shapesand their attributes.

M03.C-G.1.1.1M03.C-G.1.1.2

CC.2.3.4.A.1Draw lines andangles and identifythese in two-dimensional figures.

M04.C-G.1.1.1

CC.2.3.5.A.1Graph points in thefirst quadrant on thecoordinate plane andinterpret these pointswhen solving realworld andmathematicalproblems.

M05.C-G.1.1.1M05.C-G.1.1.2

CC.2.3.PreK.A.2Analyze, compare, create,and compose shapes.

CC.2.3.K.A.2Analyze, compare, create,and compose two- andthree-dimensional shapes.

CC.2.3.1.A.2Use theunderstanding offractions to partitionshapes into halvesand quarters.

CC.2.3.2.A.2Use theunderstanding offractions to partitionshapes into halves,quarters, and thirds.

CC.2.3.3.A.2Use theunderstanding offractions to partitionshapes into partswith equal areas andexpress the area ofeach part as a unitfraction of the whole.

M03.C-G.1.1.3

C.2.3.4.A.2Classify two-dimensional figuresby properties of theirlines and angles.

M04.C-G.1.1.2

CC.2.3.5.A.2Classify two-dimensional figuresinto categories basedon an understandingof their properties.

M05.C-G.2.1.1

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CC.2.3.4.A.3Recognize symmetricshapes and drawlines of symmetry.

M04.C-G.1.1.3

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2.4 Measurement, Data, and Probability

The Standards of Mathematical Practices

Make sense of problems and persevere in solving them.Construct viable arguments and critique the reasoning of others.Use appropriate tools strategically.Look for and make use of structure.

Reason abstractly and quantitatively.Model with mathematics.Attend to precision.Look for and express regularity in repeated reasoning.

Grade PreK2.4.PreK

Grade K2.4.K

Grade 12.4.1

Grade 22.4.2

Grade 32.4.3

Grade 42.4.4

Grade 52.4.5

Pennsylvania’s public schools shall teach, challenge, and support every student to realize his or her maximum potential and to acquire the knowledge and skills neededto:

(A)

Mea

sure

men

tan

dD

ata

CC.2.4.PreK.A.1Describe and comparemeasurable attributes oflength and weight ofeveryday objects.

CC.2.4.K.A.1Describe and compareattributes of length, area,weight, and capacity ofeveryday objects.

CC.2.4.1.A.1Order lengths andmeasure them bothindirectly and byrepeating lengthunits.

CC.2.4.2.A.1Measure andestimate lengths instandard units usingappropriate tools.

CC.2.4.3.A.1Solve problemsinvolvingmeasurement andestimation oftemperature, liquidvolume, mass, andlength.

M03.D-M.1.2.1M03.D-M.1.2.2M03.D-M.1.2.3

CC.2.4.4.A.1Solve problemsinvolvingmeasurement andconversions from alarger unit to asmaller unit.

M04.D-M.1.1.1M04.D-M.1.1.2M04.D-M.1.1.3M04.D-M.1.1.4

CC.2.4.5.A.1Solve problemsusing conversionswithin a givenmeasurementsystem.

M05.D-M.1.1.1

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CC.2.4.1.A.2Tell and write timeto the nearest halfhour using bothanalog and digitalclocks.

CC.2.4.2.A.2Tell and write timeto the nearest fiveminutes using bothanalog and digitalclocks.

CC.2.4.3.A.2Tell and write timeto the nearest minuteand solve problemsby calculating timeintervals.

M03.D-M.1.1.1M03.D-M.1.1.2

CC.2.4.4.A.2Translateinformation fromone type of datadisplay to another.

M04.D-M.2.1.3

CC.2.4.5.A.2Represent andinterpret data usingappropriate scale.

M05.D-M.2.1.2

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CC.2.4.2.A.3Solve problems andmake change usingcoins and papercurrency withappropriate symbols.

CC.2.4.3.A.3Solve problems andmake changeinvolving moneyusing a combinationof coins and bills.

M03.D-M.1.3.1M03.D-M.1.3.2M03.D-M.1.3.3

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2.4 Measurement, Data, and Probability

The Standards of Mathematical Practices

Make sense of problems and persevere in solving them.Construct viable arguments and critique the reasoning of others.Use appropriate tools strategically.Look for and make use of structure.

Reason abstractly and quantitatively.Model with mathematics.Attend to precision.Look for and express regularity in repeated reasoning.

Grade PreK2.4.PreK

Grade K2.4.K

Grade 12.4.1

Grade 22.4.2

Grade 32.4.3

Grade 42.4.4

Grade 52.4.5

Pennsylvania’s public schools shall teach, challenge, and support every student to realize his or her maximum potential and to acquire the knowledge and skills neededto:

(A)

Mea

sure

men

tan

dD

ata

CC.2.4.PreK.A.4Classify objects and countthe number of objects ineach category.

CC.2.4.K.A.4Classify objects and countthe number of objects ineach category.

CC.2.4.1.A.4Represent andinterpret data usingtables/charts.

CC.2.4.2.A.4Represent andinterpret data usingline plots, picturegraphs, and bargraphs.

CC.2.4.3.A.4Represent andinterpret data usingtally charts, tables,pictographs, lineplots, and bargraphs.

M03.D-M.2.1.1M03.D-M.2.1.2M03.D-M.2.1.3M03.D-M.2.1.4

CC.2.4.4.A.4Represent andinterpret datainvolving fractionsusing informationprovided in a lineplot.

M04.D-M.2.1.1M04.D-M.2.1.2

CC.2.4.5.A.4Solve problemsinvolvingcomputation offractions usinginformation providedin a line plot.

M05.D-M.2.1.1

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CC.2.4.3.A.5Determine the areaof a rectangle andapply the concept tomultiplication and toaddition.

M03.D-M.3.1.1M03.D-M.3.1.2

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CC.2.4.5.A.5Apply concepts ofvolume to solveproblems and relatevolume tomultiplication and toaddition.

M05.D-M.3.1.1M05.D-M.3.1.2

CC.2.4.2.A.6Extend the conceptsof addition andsubtraction toproblems involvinglength.

CC.2.4.3.A.6Solve problemsinvolving perimetersof polygons anddistinguish betweenlinear and areameasures.

M03.D-M.4.1.1

CC.2.4.4.A.6Measure angles anduse properties ofadjacent angles tosolve problems.

M04.D-M.3.1.1M04.D-M.3.1.2

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2.1N

umbers

andO

perations

The

Standardsof

Mathem

aticalP

ractices

Make

senseof

problems

andpersevere

insolving

them.

Construct

viableargum

entsand

critiquethe

reasoningof

others.U

seappropriate

toolsstrategically.

Look

forand

make

useof

structure.

Reason

abstractlyand

quantitatively.M

odelw

ithm

athematics.

Attend

toprecision.

Look

forand

expressregularity

inrepeated

reasoning.

2.1.6G

rade6

2.1.7G

rade7

2.1.8G

rade8

2.1.HS

High

School

Pennsylvania’s

publicschools

shallteach,

challenge,and

supportevery

studentto

realizehis

orher

maxim

umpotential

andto

acquirethe

knowledge

andskills

neededto:

(D) Ratios & Proportional Relationships

CC

.2.1.6.D.1

Understand

ratioconcepts

anduse

ratioreasoning

tosolve

problems.

M06.A

-R.1.1.1

M06.A

-R.1.1.2

M06.A

-R.1.1.3

M06.A

-R.1.1.4

M06.A

-R.1.1.5

CC

.2.1.7.D.1

Analyze

proportionalrelationships

anduse

themto

model

andsolve

real-world

andm

athematical

problems.

M07.A

-R.1.1.1

M07.A

-R.1.1.2

M07.A

-R.1.1.3

M07.A

-R.1.1.4

M07.A

-R.1.1.5

M07.A

-R.1.1.6

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lank

(F) Number and Quantity

CC

.2.1.HS.F.1

Apply

andextend

theproperties

ofexponents

tosolve

problems

with

rationalexponents.

A1.1.1.1.1,A

1.1.1.1.2,A1.1.1.3.1,

A2.1.2.1.1,A

2.1.2.1.2,A2.1.2.1.3,

A2.1.2.1.4

CC

.2.1.HS.F.2

Apply

propertiesof

rationaland

irrationalnum

bersto

solvereal

world

orm

athematical

problems.

A1.1.1.1.1,A

1.1.1.1.2,A1.1.1.3.1,

A1.1.1.2.1

CC

.2.1.HS.F.3

Apply

quantitativereasoning

tochoose

andinterpret

unitsand

scalesin

formulas,

graphs,and

datadisplays.

A1.1.2.1.1,A

1.1.2.1.2,A1.1.2.1.3,

A1.2.1.2.1,A

1.2.1.2.2,A2.2.2.1.1,

A2.2.2.1.2,A

2.2.3.1.1,A2.2.3.1.2

CC

.2.1.HS.F.4

Use

unitsas

aw

ayto

understandproblem

sand

toguide

thesolution

ofm

ulti-stepproblem

s.A

1.1.2.1.1,A1.1.2.1.2,A

1.1.2.1.3,A

1.2.1.2.1,A1.2.1.2.2,A

2.2.2.1.1,A

2.2.2.1.2

(E) The Number System

CC

.2.1.6.E.1

Apply

andextend

previousunderstandings

ofm

ultiplicationand

divisionto

dividefractions

byfractions.

M06.A

-N.1.1.1

CC

.2.1.7.E.1

Apply

andextend

previousunderstandings

ofoperations

with

fractionsto

operationsw

ithrational

numbers.

M07.A

-N.1.1.1

M07.A

-N.1.1.2

M07.A

-N.1.1.3

CC

.2.1.8.E.1

Distinguish

between

rationaland

irrationalnum

bersusing

theirproperties.

M08.A

-N.1.1.1

M08.A

-N.1.1.2

A1.1.1.1.1

A1.1.1.1.2

CC

.2.1.6.E.2

Identifyand

chooseappropriate

processesto

compute

fluentlyw

ithm

ulti-digitnum

bers.

M06.A

-N.2.1.1

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lankIntentionally

Blank

CC

.2.1.HS.F.5

Choose

alevel

ofaccuracy

appropriateto

limitations

onm

easurement

when

reportingquantities.

A1.1.2.1.1,A

1.1.2.1.2,A1.1.2.1.3,

A1.1.2.2.1,A

1.1.2.2.2,A1.1.3.1.1,

A1.1.3.1.2,A

1.1.3.1.3,A1.1.3.2.1,

A1.1.3.2.2,A

2.2.3.1.1,A2.2.3.1.2

CC

.2.1.HS.F.6

Extend

theknow

ledgeof

arithmetic

operationsand

applyto

complex

numbers.

A2.1.1.1.1,A

2.1.1.1.2,A2.1.1.2.1,

A2.1.1.2.2

CC

.2.1.HS.F.7

Apply

conceptsof

complex

numbers

inpolynom

ialidentities

andquadratic

equationsto

solveproblem

s.A

2.2.1.1.1,A2.2.1.1.2,A

2.2.1.1.3,A

2.2.1.1.4C

C.2.1.6.E

.3D

evelopand/or

applynum

bertheory

conceptsto

findcom

mon

factorsand

multiples.

M06.A

-N.2.2.1

M06.A

-N.2.2.2

A1.1.1.2.1

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2.1N

umbers

andO

perations

The

Standardsof

Mathem

aticalP

ractices

Make

senseof

problems

andpersevere

insolving

them.

Construct

viableargum

entsand

critiquethe

reasoningof

others.U

seappropriate

toolsstrategically.

Look

forand

make

useof

structure.

Reason

abstractlyand

quantitatively.M

odelw

ithm

athematics.

Attend

toprecision.

Look

forand

expressregularity

inrepeated

reasoning.

2.1.6G

rade6

2.1.7G

rade7

2.1.8G

rade8

2.1.HS

High

School

Pennsylvania’s

publicschools

shallteach,

challenge,and

supportevery

studentto

realizehis

orher

maxim

umpotential

andto

acquirethe

knowledge

andskills

neededto:

CC

.2.1.6.E.4

Apply

andextend

previousunderstandings

ofnum

bersto

thesystem

ofrational

numbers.

M06.A

-N.3.1.1

M06.A

-N.3.1.2

M06.A

-N.3.1.3

M06.A

-N.3.2.1

M06.A

-N.3.2.2

M06.A

-N.3.2.3

IntentionallyB

lank

CC

.2.1.8.E.4

Estim

ateirrational

numbers

bycom

paringthem

torational

numbers.

M08.A

-N.1.1.3

M08.A

-N.1.1.4

M08.A

-N.1.1.5

A1.1.1.1.1

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4-112.29(371209)

No.

474M

ay14

2.2A

lgebraicC

oncepts

The

Standardsof

Mathem

aticalP

ractices

Make

senseof

problems

andpersevere

insolving

them.

Construct

viableargum

entsand

critiquethe

reasoningof

others.U

seappropriate

toolsstrategically.

Look

forand

make

useof

structure.

Reason

abstractlyand

quantitatively.M

odelw

ithm

athematics.

Attend

toprecision.

Look

forand

expressregularity

inrepeated

reasoning.

2.2.6G

rade6

2.2.7G

rade7

2.2.8G

rade8

2.2.HS

High

School

Pennsylvania’s

publicschools

shallteach,

challenge,and

supportevery

studentto

realizehis

orher

maxim

umpotential

andto

acquirethe

knowledge

andskills

neededto:

(B) Expressions and Equations

CC

.2.2.6.B.1

Apply

andextend

previousunderstandings

ofarithm

eticto

algebraicexpressions.

M06.B

-E.1.1.1

M06.B

-E.1.1.2

M06.B

-E.1.1.3

M06.B

-E.1.1.4

M06.B

-E.1.1.5

CC

.2.2.7.B.1

Apply

propertiesof

operationsto

generateequivalentexpressions.

M07.B

-E.1.1.1

CC

.2.2.8.B.1

Apply

conceptsof

radicalsand

integerexponents

togenerate

equivalentexpressions.

M08.B

-E.1.1.1

M08.B

-E.1.1.2

M08.B

-E.1.1.3

M08.B

-E.1.1.4

A1.1.1.3.1

(D) Algebra

CC

.2.2.HS.D

.1Interpret

thestructure

ofexpressions

torepresent

aquantity

interm

sof

itscontext.

A1.1.1.5.1,A

1.1.1.5.2,A1.1.1.5.3,

A2.1.2.2.1,A

2.1.2.2.2C

C.2.2.H

S.D.2

Write

expressionsin

equivalentform

sto

solveproblem

s.A

1.1.1.5.1,A1.1.1.5.2,A

1.1.1.5.3,A

2.1.2.1.1,A2.1.2.1.2,A

2.1.2.1.3,A

2.1.2.1.4,A2.1.2.2.1,A

2.1.2.2.2C

C.2.2.H

S.D.3

Extend

theknow

ledgeof

arithmetic

operationsand

applyto

polynomials.

A1.1.1.5.1,A

1.1.1.5.2,A1.1.1.5.3,

A2.1.2.2.1,A

2.1.2.2.2

CC

.2.2.6.B.2

Understand

theprocess

ofsolving

aone-variableequation

orinequality

andapply

itto

real-world

andm

athematical

problems.

M06.B

-E.2.1.1

M06.B

-E.2.1.2

M06.B

-E.2.1.3

M06.B

-E.2.1.4

IntentionallyB

lank

CC

.2.2.8.B.2

Understand

theconnections

between

proportionalrelationships,

lines,and

linearequations.

M08.B

-E.2.1.1

M08.B

-E.2.1.2

M08.B

-E.2.1.3

A1.2.1.2.2

CC

.2.2.HS.D

.4U

nderstandthe

relationshipbetw

eenzeros

andfactors

ofpolynom

ialsto

make

generalizationsabout

functionsand

theirgraphs.

A2.1.2.2.1,A

2.1.2.2.2C

C.2.2.H

S.D.5

Use

polynomial

identitiesto

solveproblem

s.A

1.1.1.5.1,A1.1.1.5.2,A

1.1.1.5.3,A

2.1.2.2.1,A2.1.2.2.2,A

2.1.3.1.1,A

2.1.3.1.2,A2.1.3.1.3,A

2.1.3.1.4C

C.2.2.H

S.D.6

Extend

theknow

ledgeof

rationalfunctions

torew

ritein

equivalentform

s.A

1.1.1.5.1,A1.1.1.5.2,A

1.1.1.5.3,A

2.1.3.1.1,A2.1.3.1.2,A

2.1.3.1.3,A

2.1.3.1.4C

C.2.2.H

S.D.7

Create

andgraph

equationsor

inequalitiesto

describenum

bersor

relationships.A

1.1.2.1.1,A1.1.2.1.2,A

1.1.2.1.3,A

1.1.2.2.1,A1.1.2.2.2,A

1.1.3.1.1,A

1.1.3.1.2,A1.1.3.1.3,A

1.1.3.2.1,A

1.1.3.2.2,A2.1.3.1.1,A

2.1.3.1.2,A

2.1.3.1.3,A2.1.3.1.4,A

2.1.3.2.1,A

2.1.3.2.2,A2.2.2.1.1,A

2.2.2.1.2,A

2.2.2.1.3,A2.2.2.1.4

CC

.2.2.HS.D

.8A

pplyinverse

operationsto

solveequations

orform

ulasfor

agiven

variable.A

1.1.2.1.1,A1.1.2.1.2,A

1.1.2.1.3,A

2.1.3.1.1,A2.1.3.1.2,A

2.1.3.1.3,A

2.1.3.1.4,A2.1.3.2.1,A

2.1.3.2.2

22STA

TE

BO

AR

DO

FE

DU

CA

TIO

NPt.

I

4-112.30(371210)

No.474

May

14C

opyright�

2014C

omm

onwealth

ofP

ennsylvania

2.2A

lgebraicC

oncepts

The

Standardsof

Mathem

aticalP

ractices

Make

senseof

problems

andpersevere

insolving

them.

Construct

viableargum

entsand

critiquethe

reasoningof

others.U

seappropriate

toolsstrategically.

Look

forand

make

useof

structure.

Reason

abstractlyand

quantitatively.M

odelw

ithm

athematics.

Attend

toprecision.

Look

forand

expressregularity

inrepeated

reasoning.

2.2.6G

rade6

2.2.7G

rade7

2.2.8G

rade8

2.2.HS

High

School

Pennsylvania’s

publicschools

shallteach,

challenge,and

supportevery

studentto

realizehis

orher

maxim

umpotential

andto

acquirethe

knowledge

andskills

neededto:

(B) Expressions and Equations

CC

.2.2.6.B.3

Represent

andanalyze

quantitativerelationships

between

dependentand

independentvariables.

M06.B

-E.3.1.1

M06.B

-E.3.1.2

CC

.2.2.7.B.3

Model

andsolve

real-w

orldand

mathem

aticalproblem

sby

usingand

connectingnum

erical,algebraic,

and/orgraphical

representations.

M07.B

-E.2.1.1

M07.B

-E.2.2.1

M07.B

-E.2.2.2

M07.B

-E.2.3.1

A1.1.1.4.1

CC

.2.2.8.B.3

Analyze

andsolve

linearequations

andpairs

ofsim

ultaneouslinear

equations.

M08.B

-E.3.1.1

M08.B

-E.3.1.2

M08.B

-E.3.1.3

M08.B

-E.3.1.4

M08.B

-E.3.1.5

A1.1.2.1.1

A1.1.2.2.1

A1.1.2.2.2

(D) Algebra

CC

.2.2.HS.D

.9U

sereasoning

tosolve

equationsand

justifythe

solutionm

ethod.A

1.1.1.4.1,A1.1.2.1.1,A

1.1.2.1.2,A

1.1.2.1.3,A1.1.2.2.1,A

1.1.2.2.2,A

1.1.3.1.1,A1.1.3.1.2,A

1.1.3.1.3,A

2.1.3.1.1,A2.1.3.1.2,A

2.1.3.1.3,A

2.1.3.1.4,A2.1.3.2.1,A

2.1.3.2.2C

C.2.2.H

S.D.10

Represent,

solve,and

interpretequations/

inequalitiesand

systems

ofequations/

inequalitiesalgebraically

andgraphically.

A1.1.2.1.1,A

1.1.2.1.2,A1.1.2.1.3,

A1.1.2.2.1,A

1.1.2.2.2,A1.1.3.1.1,

A1.1.3.1.2,A

1.1.3.1.3,A1.1.3.2.1,

A1.1.3.2.2,A

2.1.3.1.1,A2.1.3.1.2,

A2.1.3.1.3,A

2.1.3.1.4

Ch.

4A

CA

DE

MIC

STAN

DA

RD

SA

ND

ASSE

SSME

NT

S22

4-112.31(371211)

No.

474M

ay14

2.2A

lgebraicC

oncepts

The

Standardsof

Mathem

aticalP

ractices

Make

senseof

problems

andpersevere

insolving

them.

Construct

viableargum

entsand

critiquethe

reasoningof

others.U

seappropriate

toolsstrategically.

Look

forand

make

useof

structure.

Reason

abstractlyand

quantitatively.M

odelw

ithm

athematics.

Attend

toprecision.

Look

forand

expressregularity

inrepeated

reasoning.

2.2.6G

rade6

2.2.7G

rade7

2.2.8G

rade8

2.2.HS

High

School

Pennsylvania’s

publicschools

shallteach,

challenge,and

supportevery

studentto

realizehis

orher

maxim

umpotential

andto

acquirethe

knowledge

andskills

neededto:

(C) Functions

IntentionallyB

lankIntentionally

Blank

CC

.2.2.8.C.1

Define,

evaluate,and

compare

functions.

M08.B

-F.1.1.1M

08.B-F.1.1.2

M08.B

-F.1.1.3A

1.1.2.1.1A

1.2.1.1.2A

1.2.1.2.1A

1.2.1.2.2

CC

.2.2.8.C.2

Use

conceptsof

functionsto

model

relationshipsbetw

eenquantities.

M08.B

-F.2.1.1M

08.B-F.2.1.2

A1.1.2.1.3

A1.2.1.1.1

A1.2.1.2.2

A1.2.2.1.3

A1.2.2.1.4

(C) Functions

CC

.2.2.HS.C

.1U

sethe

conceptand

notationof

functionsto

interpretand

applythem

interm

sof

theircontext.

A1.2.1.1.1,A

1.2.1.1.2,A1.2.1.1.3,

A1.2.2.1.1,A

1.2.2.1.2,A1.2.2.1.3,

A1.2.2.1.4,A

2.2.1.1.1,A2.2.1.1.2,

A2.2.1.1.3,A

2.2.1.1.4,G

.2.2.2.1,G

.2.2.2.2,G

.2.2.2.3,G

.2.2.2.4,G

.2.2.2.5C

C.2.2.H

S.C.2

Graph

andanalyze

functionsand

usetheir

propertiesto

make

connectionsbetw

eenthe

differentrepresentations.

A1.2.1.1.1,A

1.2.1.1.2,A1.2.1.1.3,

A1.2.1.2.1,A

1.2.1.2.2,A1.2.2.1.1,

A2.1.3.1.4,A

2.1.3.2.1,A2.1.3.2.2,

A2.2.1.1.1,A

2.2.1.1.2,A2.2.1.1.3,A

2.2.1.1.4C

C.2.2.H

S.C.3

Write

functionsor

sequencesthat

model

relationshipsbetw

eentw

oquantities.

A1.1.2.1.1,A

1.1.2.1.2,A1.1.2.1.3,

A1.2.1.1.1,A

1.2.1.1.2,A1.2.1.1.3,

A1.2.1.2.1,A

1.2.1.2.2,A1.2.2.1.3,

A1.2.2.1.4,A

2.1.3.1.1,A2.1.3.1.2,

A2.1.3.1.3,A

2.1.3.1.4,A2.1.3.2.1,

A2.1.3.2.2,A

2.2.1.1.1,A2.2.1.1.2,

A2.2.1.1.3,A

2.2.1.1.4,A2.2.2.1.1,

A2.2.2.1.2,A

2.2.2.1.3,A2.2.2.1.4

CC

.2.2.HS.C

.4Interpret

theeffects

transformations

haveon

functionsand

findthe

inversesof

functions.A

1.2.1.2.1,A1.2.1.2.2,A

2.1.3.1.3,A

2.1.3.1.4,A2.1.3.2.1,A

2.2.2.1.1,A

2.2.2.1.2,A2.2.2.1.3,A

2.2.2.1.4,A2.2.2.2.1

CC

.2.2.HS.C

.5C

onstructand

compare

linear,quadratic,

andexponential

models

tosolve

problems.

A1.2.2.1.1,A

1.2.2.1.2,A1.2.2.1.3,

A1.2.2.1.4,A

2.1.3.1.1,A2.1.3.1.2,

A2.1.3.1.3,A

2.1.3.1.4,A2.2.1.1.1,

A2.2.1.1.2,A

2.2.1.1.3,A2.2.1.1.4,

A2.2.2.1.1,A

2.2.2.1.2,A2.2.2.1.3,

A2.2.2.1.4,A

2.2.2.2.1C

C.2.2.H

S.C.6

Interpretfunctions

interm

sof

thesituations

theym

odel.A

1.2.1.2.1,A1.2.2.1.2,A

1.2.2.1.3,A

1.2.2.2.1,A2.1.3.1.3,A

2.2.1.1.1,A

2.2.1.1.2,A2.2.1.1.3,A

2.2.1.1.4,A

2.2.2.1.3,A2.2.2.1.4,A

2.2.2.2.1C

C.2.2.H

S.C.7

Apply

radianm

easureof

anangle

andthe

unitcircle

toanalyze

thetrigonom

etricfunctions.

CC

.2.2.HS.C

.8C

hoosetrigonom

etricfunctions

tom

odelperiodic

phenomena

anddescribe

theproperties

ofthe

graphs.C

C.2.2.H

S.C.9

Provethe

Pythagoreanidentity

anduse

itto

calculatetrigonom

etricratios.

G.1.3.2.1,

G.2.1.1.1,

G.2.1.1.2

22STA

TE

BO

AR

DO

FE

DU

CA

TIO

NPt.

I

4-112.32(371212)

No.474

May

14C

opyright�

2014C

omm

onwealth

ofP

ennsylvania

2.3G

eometry

The

Standardsof

Mathem

aticalP

ractices

Make

senseof

problems

andpersevere

insolving

them.

Construct

viableargum

entsand

critiquethe

reasoningof

others.U

seappropriate

toolsstrategically.

Look

forand

make

useof

structure.

Reason

abstractlyand

quantitatively.M

odelw

ithm

athematics.

Attend

toprecision.

Look

forand

expressregularity

inrepeated

reasoning.

2.3.6G

rade6

2.3.7G

rade7

2.3.8G

rade8

2.3.HS

High

School

Pennsylvania’s

publicschools

shallteach,

challenge,and

supportevery

studentto

realizehis

orher

maxim

umpotential

andto

acquirethe

knowledge

andskills

neededto:

(A) Geometry

CC

.2.3.6.A.1

Apply

appropriatetools

tosolve

real-w

orldand

mathem

aticalproblem

sinvolving

area,surface

area,and

volume.

M06.C

-G.1.1.1

M06.C

-G.1.1.2

M06.C

-G.1.1.3

M06.C

-G.1.1.4

M06.C

-G.1.1.5

M06.C

-G.1.1.6

CC

.2.3.7.A.1

Solvereal-w

orldand

mathem

aticalproblem

sinvolving

anglem

easure,area,

surfacearea,

circumference,

andvolum

e.

M07.C

-G.2.1.1

M07.C

-G.2.1.2

M07.C

-G.2.2.1

M07.C

-G.2.2.2

CC

.2.3.8.A.1

Apply

theconcepts

ofvolum

eof

cylinders,cones,

andspheres

tosolve

real-world

andm

athematical

problems.

M08.C

-G.3.1.1

G.2.3.1.2

(A) Geometry

CC

.2.3.HS.A

.1U

segeom

etricfigures

andtheir

propertiesto

representtransform

ationsin

theplane.

G.1.3.1.1,

G.1.3.1.2

CC

.2.3.HS.A

.2A

pplyrigid

transformations

todeterm

ineand

explaincongruence.

G.1.3.1.1,

G.1.3.1.2

CC

.2.3.HS.A

.3V

erifyand

applygeom

etrictheorem

sas

theyrelate

togeom

etricfigures.

G.1.2.1.1,

G.1.2.1.2,

G.1.2.1.3,

G.1.2.1.4,

G.1.2.1.5,

G.1.3.2.1,

G.2.2.1.1,

G.2.2.1.2,

G.2.2.2.1,

G.2.2.2.2,

G.2.2.2.3,

G.2.2.2.4,

G.2.2.2.5

CC

.2.3.HS.A

.4A

pplythe

conceptof

congruenceto

creategeom

etricconstructions.

CC

.2.3.HS.A

.5C

reatejustifications

basedon

transformations

toestablish

similarity

ofplane

figures.G

.1.3.1.1,G

.1.3.1.2C

C.2.3.H

S.A.6

Verify

andapply

theorems

involvingsim

ilarityas

theyrelate

toplane

figures.G

.1.3.1.1,G

.1.3.1.2,G

.1.3.2.1C

C.2.3.H

S.A.7

Apply

trigonometric

ratiosto

solveproblem

sinvolving

righttriangles.

G.2.1.1.1,

G.2.1.1.2

CC

.2.3.HS.A

.8A

pplygeom

etrictheorem

sto

verifyproperties

ofcircles.G

.1.1.1.1,G

.1.1.1.2,G

.1.1.1.3,G

.1.1.1.4,G

.1.3.2.1,G

.2.2.3.1C

C.2.3.H

S.A.9

Extend

theconcept

ofsim

ilarityto

determine

arclengths

andareas

ofsectors

ofcircles.

G.1.1.1.1,

G.1.1.1.2,

G.1.1.1.3,

G.1.1.1.4,

G.2.2.2.1,

G.2.2.2.2,

G.2.2.2.3,

G.2.2.2.4,

G.2.2.2.5,

G.2.2.3.1

IntentionallyB

lank

CC

.2.3.7.A.2

Visualize

andrepresent

geometric

figuresand

describethe

relationshipsbetw

eenthem

.

M07.C

-G.1.1.1

M07.C

-G.1.1.2

M07.C

-G.1.1.3

M07.C

-G.1.1.4

CC

.2.3.8.A.2

Understand

andapply

congruence,sim

ilarity,and

geometric

transformations

usingvarious

tools.

M08.C

-G.1.1.1

M08.C

-G.1.1.2

M08.C

-G.1.1.3

M08.C

-G.1.1.4

G.1.2.1.1

G.1.2.1.4

G.2.2.1.1

Ch.

4A

CA

DE

MIC

STAN

DA

RD

SA

ND

ASSE

SSME

NT

S22

4-112.33(371213)

No.

474M

ay14

2.3G

eometry

The

Standardsof

Mathem

aticalP

ractices

Make

senseof

problems

andpersevere

insolving

them.

Construct

viableargum

entsand

critiquethe

reasoningof

others.U

seappropriate

toolsstrategically.

Look

forand

make

useof

structure.

Reason

abstractlyand

quantitatively.M

odelw

ithm

athematics.

Attend

toprecision.

Look

forand

expressregularity

inrepeated

reasoning.

2.3.6G

rade6

2.3.7G

rade7

2.3.8G

rade8

2.3.HS

High

School

Pennsylvania’s

publicschools

shallteach,

challenge,and

supportevery

studentto

realizehis

orher

maxim

umpotential

andto

acquirethe

knowledge

andskills

neededto:

(A) Geometry

IntentionallyB

lankIntentionally

Blank

CC

.2.3.8.A.3

Understand

andapply

thePythagorean

Theorem

tosolve

problems.

M08.C

-G.2.1.1

M08.C

-G.2.1.2

M08.C

-G.2.1.3

G.2.1.1.1

G.2.1.2.1

(A) Geometry

CC

.2.3.HS.A

.10T

ranslatebetw

eenthe

geometric

descriptionand

theequation

fora

conicsection.

A2.2.1.1.4,A

2.2.2.1.1C

C.2.3.H

S.A.11

Apply

coordinategeom

etryto

provesim

plegeom

etrictheorem

salgebraically.

G.2.1.2.1,

G.2.1.2.2,

G.2.1.2.3

CC

.2.3.HS.A

.12E

xplainvolum

eform

ulasand

usethem

tosolve

problems.

G.2.3.1.1,

G.2.3.1.2,

G.2.3.1.3

CC

.2.3.HS.A

.13A

nalyzerelationships

between

two-

dimensional

andthree-dim

ensionalobjects.

G.1.1.1.1,

G.1.1.1.2,

G.1.1.1.3,

G.1.1.1.4,

G.1.2.1.1,

G.1.2.1.2,

G.1.2.1.3,

G.1.2.1.4,

G.1.2.1.5,

G.2.3.2.1

C.2.3.H

S.A.14

Apply

geometric

conceptsto

model

andsolve

realw

orldproblem

s.G

.2.2.4.1,G

.2.3.1.1,G

.2.3.1.2,G

.2.3.1.3

22STA

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2.4M

easurement,

Data,

andP

robability

The

Standardsof

Mathem

aticalP

ractices

Make

senseof

problems

andpersevere

insolving

them.

Construct

viableargum

entsand

critiquethe

reasoningof

others.U

seappropriate

toolsstrategically.

Look

forand

make

useof

structure.

Reason

abstractlyand

quantitatively.M

odelw

ithm

athematics.

Attend

toprecision.

Look

forand

expressregularity

inrepeated

reasoning.

2.4.6G

rade6

2.4.7G

rade7

2.4.8G

rade8

2.4.HS

High

School

Pennsylvania’s

publicschools

shallteach,

challenge,and

supportevery

studentto

realizehis

orher

maxim

umpotential

andto

acquirethe

knowledge

andskills

neededto:

(B) Statistics and Probability

CC

.2.4.6.B.1

Dem

onstratean

understandingof

statisticalvariability

bydisplaying,

analyzing,and

summ

arizingdistributions.

M06.D

-S.1.1.1M

06.D-S.1.1.2

M06.D

-S.1.1.3M

06.D-S.1.1.4

CC

.2.4.7.B.1

Draw

inferencesabout

populationsbased

onrandom

sampling

concepts.

M07.D

-S.1.1.1M

07.D-S.1.1.2

CC

.2.4.8.B.1

Analyze

and/orinterpret

bivariatedata

displayedin

multiple

representations.

M08.D

-S.1.1.1M

08.D-S.1.1.2

M08.D

-S.1.1.3A

1.2.2.2.1

(B) Statistics and Probability

CC

.2.4.HS.B

.1Sum

marize,

represent,and

interpretdata

ona

singlecount

orm

easurement

variable.A

1.2.2.1.2,A1.2.3.1.1,A

1.2.3.2.1,A

1.2.3.2.2,A1.2.3.2.3,

CC

.2.4.HS.B

.2Sum

marize,

represent,and

interpretdata

ontw

ocategorical

andquantitative

variables.A

1.2.1.1.1,A1.2.1.1.2,A

1.2.1.1.3,A

1.2.1.2.1,A1.2.1.2.2,A

1.2.2.2.1,A

2.2.1.1.1,A2.2.3.1.1,A

2.2.3.1.2C

C.2.4.H

S.B.3

Analyze

linearm

odelsto

make

interpretationsbased

onthe

data.A

1.2.2.2.1,A1.2.3.1.1,A

1.2.3.2.1,A

1.2.3.2.2,A1.2.3.2.3,A

2.2.3.1.1,A2.2.3.1.2

CC

.2.4.HS.B

.4R

ecognizeand

evaluaterandom

processesunderlying

statisticalexperim

ents.A

1.2.3.3.1,A2.2.3.2.1,A

2.2.3.2.2,A2.2.3.2.3

CC

.2.4.HS.B

.5M

akeinferences

andjustify

conclusionsbased

onsam

plesurveys,

experiments,

andobservational

studies.A

1.2.3.2.1,A1.2.3.2.2,A

1.2.3.2.3,A

2.2.3.2.1,A2.2.3.2.2,A

2.2.3.2.3C

C.2.4.H

S.B.6

Use

theconcepts

ofindependence

andconditional

probabilityto

interpretdata.

A2.2.3.2.1,A

2.2.3.2.2,A2.2.3.2.3

CC

.2.4.HS.B

.7A

pplythe

rulesof

probabilityto

compute

probabilitiesof

compound

eventsin

auniform

probabilitym

odel.A

1.2.3.3.1,A2.2.3.2.1,A

2.2.3.2.2,A2.2.3.2.3

IntentionallyB

lank

CC

.2.4.7.B.2

Draw

informal

comparative

inferencesabout

two

populations.

M07.D

-S.2.1.1

CC

.2.4.8.B.2

Understand

thatpatterns

ofassociation

canbe

seenin

bivariatedata

utilizingfrequencies.

M08.D

-S.1.2.1

IntentionallyB

lank

CC

.2.4.7.B.3

Investigatechance

processesand

develop,use,

andevaluate

probabilitym

odels.

M07.D

-S.3.1.1M

07.D-S.3.2.1

M07.D

-S.3.2.2M

07.D-S.3.2.3

A1.2.3.3.1

IntentionallyB

lank

Key

Terms

forthis

Docum

entStandards

forM

athematical

Contents—

These

standardsdefine

what

studentsshould

knowand

beable

todo

intheir

studyof

mathem

atics.Standards

forM

athematical

Practice—

These

standardsdescribe

theprocesses

andproficiencies

inw

hichall

studentsgrades

K-12

shouldengage.

Educators

must

instillthese

standardsof

practicein

theirstudents

sothat

theybecom

ehabitual.

The

standardsfor

mathem

aticalpractice

shouldbe

usedas

thevehicle

todeliver

thestandards

ofm

athematical

content.Standard

Algorithm

—A

locallyagreed

uponm

ethodof

computation

which

isconventionally

taughtfor

solvingm

athematical

problems.

Decim

alF

raction—A

fractionw

hosedenom

inatoris

apow

erof

ten(exam

ples:2/100,

8/10).T

hesefractions

arecom

monly

expressedas

decimals.

Unit

Fraction—

Arational

number

written

asa

fractionw

herethe

numerator

isone

andthe

denominator

isa

positiveinteger

(example:

1/20).B

ivariateD

ata—T

hedata

involvestw

ovariables

andis

usuallyrepresented

asa

scatterplot.

Rule—

Asingle

operation(exam

ples:add

5,m

ultiplyby

2).

Ch.

4A

CA

DE

MIC

STAN

DA

RD

SA

ND

ASSE

SSME

NT

S22

4-112.35(371215)

No.

474M

ay14

AP

PE

ND

IXB

Academ

icStandards

forScience

andTechnology

andE

nvironment

andE

cologyG

rades6-12

Authority

The

provisionsof

thisA

ppendixB

amended

undersections

121,2603-B

and2604-B

ofthe

PublicSchool

Code

of1949

(24P.S.

§§1-121,

26-2603-Band

26-2604-B).

Source

The

provisionsof

thisA

ppendixB

adoptedJanuary

4,2002,

effectiveJanuary

5,2002,

32Pa.B

.17;

amended

February28,

2014,effective

March

1,2014,

44Pa.B

.1131;

correctedM

arch21,

2014,effective

March

1,2014,

44Pa.B

.1754,

unlessotherw

isenoted.

Imm

ediatelypreceding

textappears

atserial

pages(367435)

to(367436),

(286565)to

(286652)and

(294913).

Cross

References

This

appendixcited

in22

Pa.Code

§4.24

(relatingto

highschool

graduationrequirem

ents);22

Pa.Code

§4.51

(relatingto

Stateassessm

entsystem

);22

Pa.Code

§4.51a

(relatingto

PennsylvaniaSystem

ofSchoolA

ssessment);

and22

Pa.Code

§4.51b

(relatingto

Keystone

Exam

s).

VII.

TA

BL

EO

FC

ON

TE

NT

SIntroduction

.................................................V

III.T

HE

AC

AD

EM

ICST

AN

DA

RD

S

Unifying

Them

es................................................3.1.A

.System

sB

.M

odelsC

.Patterns

D.

ScaleE

.C

hangeInquiry

andD

esign..............................................3.2.

A.

Nature

ofScientific

Know

ledgeB

.Process

Know

ledgeC

.Scientific

Method

D.

ProblemSolving

inTechnology

Biological

Sciences..............................................3.3.

A.

Living

Forms

B.

Structureand

FunctionC

.Inheritance

D.

Evolution

Physical

Science,C

hemistry

andP

hysics...........................3.4.

A.

Matter

B.

Energy

C.

Forcesand

Motion

D.

Astronom

y

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ennsylvania

Earth

Sciences..................................................3.5.A

.L

andForm

sand

ProcessesB

.R

esourcesC

.M

eteorologyD

.H

ydrologyand

Oceanography

ReadingStudents

read,understand,

andrespond

toinform

ationaltext—

with

anem

phasison

comprehension,

vocabularyacquisition,

andm

akingconnections

among

ideasand

between

textsw

itha

focuson

textualevidence.•

Key

Ideasand

Details

•C

raftand

Structure•

Integrationof

Know

ledgeand

Ideas•

Range

andL

evelof

Com

plexTexts

TechnologyE

ducation...........................................3.6.

A.

Biotechnology

B.

Information

TechnologyC

.Physical

Technologies(C

onstruction,M

anufacturing,and

Transportation)

WritingStudents

write

fordifferent

purposesand

audiences.Students

write

clearand

focusedtext

toconvey

aw

ell-definedperspective

andappropriate

content.•

TextTypes

andPurposes

•Production

andD

istributionof

Writing

•R

esearchto

Build

andPresent

Know

ledge•

Range

ofW

ritingTechnological

Devices............................................3.7.

A.

ToolsB

.Instrum

entsC

.C

omputer

Operations

D.

Com

puterSoftw

areE

.C

omputer

Com

munication

Systems

Science,Technologyand

Hum

anE

ndeavors.........................3.8.

A.

Constraints

B.

Meeting

Hum

anN

eedsC

.C

onsequencesand

Impacts

Glossary

.......................................................IX

.

Ch.

4A

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DE

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STAN

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ND

ASSE

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4-112.37(371217)

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ay14

VIII.

INT

RO

DU

CT

ION

This

document

describesw

hatstudents

shouldknow

andbe

ableto

doin

thefollow

ingeight

areas:•

3.1.U

nifyingT

hemes

ofScience

•3.2.

Inquiryand

Design

•3.3.

Biological

Sciences•

3.4.Physical

Science,C

hemistry

andPhysics

•3.5.

Earth

Sciences•

3.6.Technology

Education

•3.7.

TechnologicalD

evices•

3.8.Science,

Technologyand

Hum

anE

ndeavorsT

hesestandards

describew

hatstudents

shouldknow

andbe

ableto

doby

theend

offourth,seventh,tenth

andtw

elfthgrade.In

addition,thesestandards

reflectthe

increasingcom

plexityand

sophisticationthatstudents

areexpected

toachieve

asthey

progressthrough

school.T

hisdocum

entavoids

repetition,m

akingan

obviousprogression

acrossgrade

levelsless

explicit.Teachers

shallexpect

thatstudents

knowand

canapply

theconcepts

andskills

expressedat

thepreceding

level.C

onsequently,previous

learningis

reinforcedbut

notretaught.

Standardsare

arrangedby

categories,for

example,

3.5E

arthScience.

Under

eachcategory

arestandard

statements

thatare

precededby

acapital

letter;for

example,

in3.1

Unifying

Them

es,grade

10.B,

‘‘Describe

conceptsof

models

asa

way

topredict

andunderstand

scienceand

technology.’’Following

thestandard

statements

arebulleted

standarddescriptors,

which

explainthe

natureand

scopeof

thestandard.

Descriptors

specifythe

natureof

thestandard

andthe

levelof

complexity

neededin

meeting

thatstandard

ina

proficientm

anner.D

escriptors

22STA

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ofP

ennsylvania

serveto

benchmark

thestandard

statement.

Curriculum

,instruction

andassess-

ment

shouldfocus

onm

eetingthe

standardstatem

ent.Technology

education,com

puterapplications

andscience

areseparate

curricularareas.

Meeting

stan-dards

shouldbe

approachedas

acollaborative

effortam

ongall

curricularareas.

The

following

descriptorsexplain

theintent

ofeach

standardcategory:

3.1.U

nifyingT

hemes

Unifying

themes

ofscience

andtechnology

providebig

ideasthat

integratew

ithsignificant

concepts.T

hereare

onlya

fewfundam

entalconcepts

andprocesses

thatform

thefram

ework

uponw

hichscience

andtechnology

knowledges

areorganized—

motion

andforces,

energy,structure

ofm

atter,change

overtim

eand

machines.

These

themes

createthe

contextthrough

which

thecon-

tentof

thedisciplines

canbe

taughtand

areem

phasizedin

eachstandard.

3.2.Inquiry

andD

esignT

henature

ofscience

andtechnology

ischaracterized

byapplying

processknow

ledgethat

enablesstudents

tobecom

eindependent

learners.T

heseskills

includeobserving,

classifying,inferring,

predicting,m

easuring,com

puting,estim

ating,com

municating,

usingspace/tim

erelationships,

definingoperationally,

raisingquestions,

formulating

hypotheses,testing

andexperim

enting,designing

controlledexperim

ents,recognizing

variables,m

anipulatingvariables,

interpretingdata,

formulating

models,

designingm

odels,and

producingsolutions.

Everyone

canuse

themto

solvereal-life

problems.T

heseprocess

skillsare

developedacross

thegrade

levelsand

differin

thedegree

ofsophistication,

quantitativenature

andapplication

tothe

content.

3.3.B

iologicalSciences

Biology

concernsliving

things,theirappearance,different

typesof

life,the

scopeof

theirsim

ilaritiesand

differ-ences,

where

theylive

andhow

theylive.

Living

thingsare

made

ofthe

same

components

asall

otherm

atter,involve

thesam

ekinds

oftransform

ationsof

energyand

move

usingthe

same

basickinds

offorces

asdescribed

inchem

istryand

physicsstandards.T

hroughthe

studyof

thediversity

oflife,students

learnto

understandhow

lifehas

changedover

along

periodof

time.

This

greatvariety

oflife

forms

continuesto

changeeven

todayas

geneticinstructions

within

cellsare

passedfrom

generationto

generation,yet

theam

azingintegrity

ofm

ostspecies

remain.

4-113(286565)

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ar.02

3.4.P

hysicalScience

Chem

istryand

Physics

Physicsand

chemistry

involvethe

studyof

objectsand

theirproperties.

Studentsexam

inechanges

tom

aterialsduring

mixing,

freezing,heating

anddissolving

andthen

learnhow

toobserve

andm

easureresults.

Inchem

istrystudents

studythe

relationshipbetw

eenm

atter,atom

icstructure

andits

activity.L

aboratoryinvestigations

ofthe

propertiesof

substancesand

theirchanges

througha

rangeof

chemicalinteractions

providea

basisfor

studentsto

understandatom

ictheory

anda

varietyof

reactiontypes

andtheir

applicationsin

business,agriculture

andm

edicine.Physicsdeepens

theunderstanding

ofthe

struc-ture

andproperties

ofm

aterialsand

includesatom

s,w

aves,light,

electricity,m

agnetismand

therole

ofenergy,

forcesand

motion.

3.5.E

arthSciences

The

dynamics

ofearth

scienceinclude

thestudies

offorces

ofnature

thatbuild

theearth

andw

eardow

nthe

earth.The

understandingof

theseconcepts

usesprinciples

fromphysical

sciences,geography

andm

athematics.

3.6.TechnologyE

ducationTechnology

educationis

theuse

ofaccum

ulatedknow

l-edge

toprocess

resourcesto

meet

human

needsand

improve

thequality

oflife.Students

developthe

abilityto

selectand

correctlyuse

materials,

tools,techniques

andprocesses

toansw

erquestions,

understandexplanations

andsolve

problems

encounteredin

reallife

situations.T

heseoverriding

themes

requirestudents

todesign,

cre-ate,use,evaluate

andm

odifysystem

sof

Biotechnologies,

Information

Technologies,and

PhysicalTechnologies.

3.7.TechnologicalD

evicesStudents

usetools

toobserve,

measure,

move

andm

akethings.

New

technologicaltools

andtechniques

make

itpossible

toenactfar-reaching

changesin

ourw

orld.Tech-nology

enhancesthe

students’abilities

toidentify

prob-lem

sand

determine

solutions.Com

putersplay

anintegral

rolein

everyday

lifeby

extendingour

abilitiesto

collect,analyze

andcom

municate

information

andideas.

3.8.Science,Technology

andH

uman

Endeavors

Scientificknow

ledgeand

societalneeds

oftencreate

adem

andfor

newtechnology.

Conversely,

newtechnology

advancesscientific

knowledge.

Both

influencesociety

throughthe

impact

oftheir

productsand

processes.

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ennsylvania

What

IsScience?

Any

studyof

scienceincludes

thesearch

forunderstanding

thenatural

world

andfacts,

principles,theories

andlaw

sthat

havebeen

verifiedby

thescientific

comm

unityand

areused

toexplain

andpredict

naturalphenom

-ena

andevents.

Acquiring

scientificknow

ledgeinvolves

constructinghypotheses

usingobser-

vationand

knowledge

inthe

contentarea

inorder

toform

ulateuseful

questionsthat

provokescientific

inquiry.As

aresult

ofrepeated,

rigoroustesting

overtim

eand

applyingm

ultipleperspectives

toa

problem,consistent

information

emerges.

Atheory

describesthis

verifiableevent

orphenom

ena.Theories

arepow

erfulele-

ments

inscience

andare

usedto

predictother

events.As

theorieslose

theirabil-

ityto

predict,they

arem

odified,expanded

orgeneralized

orincorporated

intoa

broadertheory.

Know

ledgeof

what

scienceis

incorporatescarefully

developedand

integratedcom

ponents:•

Nature

ofscience—

thew

aysin

which

scientistssearch

foransw

ersto

ques-tions

andexplanations

ofobservations

aboutthe

naturalw

orld;includes

processknow

ledgeof

observing,classifying,inferring,predicting,measuring,hypothesiz-

ing,experim

entingand

interpretingdata

•U

nifyingthem

esof

science—concepts,

generalizationsand

principlesthat

resultfrom

andlead

toinquiry

•K

nowledge—

facts,principles,theoriesand

laws

verifiablethrough

scientificinquiry

bythe

world

comm

unityof

scientists;includes

physics,chem

istry,earth

scienceand

biologicalsciences

•Inquiry—

anintellectual

processof

logicthat

includesverification

ofansw

ersto

questionsabout

andexplanations

fornatural

objects,events

andphe-

nomena

•P

rocessskills—

Recognition

bystudents

howknow

ledgeis

acquiredand

appliedin

scienceby

observing,classifying,

inferring,predicting,

measuring,

computing,

estimating,

comm

unicating,using

space/time

relationships,defining

operationally,form

ulatinghypotheses,

testingand

experimenting,

designingcon-

trolledexperim

ents,recognizing

variables,m

anipulatingvariables,

interpretingdata,

formulating

models,

designingm

odelsand

producingsolutions.

•P

roblemsolving—

applicationof

conceptsto

problems

ofhum

anadaptation

tothe

environment

thatoften

leadsto

recognitionof

newproblem

s;has

socialim

plicationsand

leadsto

personaldecision-m

akingand

action;a

processw

hichform

sthe

linkfor

interactionsbetw

eenscientific

andtechnological

resultsor

findings;involves

operationaldefinitions,

recognizingvariables,

formulating

models

andasking

questions•

Scientificthinking—

thedisposition

tosuspend

judgment,

notm

akedeci-

sionsand

nottake

actionuntil

results,explanations

oransw

ershave

beentested

andverified

with

information.

What

IsTechnology

Education?

Itis

them

eansby

which

we

teachtechnol-

ogy.Technologyis

abody

ofknow

ledgeseparate

frombutrelated

tothe

sciences,

Ch.

4A

CA

DE

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STAN

DA

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SA

ND

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SSME

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with

specificcontent,curriculum

andspecific

certificationrequirem

ents.Technol-ogy

isthe

applicationof

tools,m

aterials,processes

andsystem

sby

humans

tosolve

problems

andprovide

benefitsto

humankind.

We

usetechnology

inan

attempt

toim

proveour

environment.T

heseim

provements

may

relateto

survivalneeds

(e.g.,food,

shelter,defense)

orthey

may

relateto

human

aspirations(e.g.,

knowledge,art,control).T

heycan

includeunexpected

benefits,unexpectedcosts

andunexpected

risks.

Technologyeducation

involvesa

broadspectrum

ofknow

ledgeand

activities.E

ffectivetechnology

educationcom

binesknow

ledgeof

content,process

andskills

toprovide

studentsw

itha

holisticapproach

tolearning.Technology

educa-tion

offersunique

opportunitiesto

applynum

erousacadem

icconcepts

throughpractical,

hands-onapplications.

Instructionaltechnology,

onthe

otherhand,

dealsspecifically

with

useof

computers

anddifferent

software

tosolve

problems

andcom

municate

effectively.Know

ledgeof

content,processand

skillsshould

beused

togetherto

effectivelyengage

studentsand

promote

acom

pleteunderstand-

ingof

thesciences,

relatedtechnologies

andtheir

interrelationship.T

herelation-

shipbetw

eenscience

andtechnology

isone

where

sciencebuilds

principlesor

theoriesand

technologyprovides

thepractical

applicationof

thoseprinciples

ortheories.

Know

ledgeof

content,process

andskills

intechnology

involveslearning

pro-cesses

thatinclude

thesecom

ponents:

•M

ethodsof

designingand

developingsolutions

•Standards

forselecting

andusing

appropriatem

aterials,tools

andprocesses

•E

xperimental

anddesign

specificationsfor

testingand

evaluatingsolutions

•C

riteriafor

judgingthe

performance

andim

pactof

thesolutions

•E

valuatingthe

impact

ofm

odifyinga

systemto

improve

performance.

Technologyeducation

canbe

dividedinto

threem

ainsystem

sthat

includebio-

technological,inform

ational,and

physicaltechnologies:

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BiotechnologicalSystem

sB

ioconversionB

ioprocessingE

nvironment

Ergonom

icsE

ngineering/Design

Systems

Research

andD

evelopment

Informational

Systems

Com

puter-Aided

Drafting/D

esign(C

AD

D)

Drafting

&D

esignD

esktopPublishing

ElectronicC

omm

unicationsE

ngineering/D

esignSystem

sG

raphicC

omm

unicationsC

omm

unicationsSystem

sM

ultimedia

TechnologyN

etworking

Systems

Research

andD

evelopment

Video

andTelevision

ProductionW

orldW

ideW

ebD

esign&

Publishing

Physical

Systems

Autom

ation/Robotics

Com

puter-Aided

andIntegratedM

anufacturing(C

AM

/CIM

)C

onstructionE

lectronicC

ircuits/C

ontrolSystem

sE

nergySystem

sA

rchitectureand

Com

munity

PlanningE

ngineering/Design

Systems

Enterprise

Organization

&O

perationM

anufacturingM

aterialProcesses

Research

andD

evelopment

Transportation

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3.1. Unifying Themes

3.1.4. GRADE 4 3.1.7. GRADE 7 3.1.10. GRADE 10 3.1.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to . . .

A. Know that natural and human-made objects are made up ofparts.• Identify and describe what

parts make up a system.• Identify system parts that

are natural and human-made(e.g., ball point pen, simpleelectrical circuits, plantanatomy).

• Describe the purpose ofanalyzing systems.

• Know that technologiesinclude physical technologysystems (e.g., construction,manufacturing,transportation),informational systems andbiochemical-related systems.

A. Explain the parts of a simplesystem and their relationshipto each other.• Describe a system as a

group of related parts thatwork together to achieve adesired result (e.g.,digestive system).

• Explain the importance oforder in a system.

• Distinguish between systeminputs, system processesand system outputs.

• Distinguish between openloop and closed loopsystems.

• Apply systems analysis tosolve problems.

A. Discriminate among the conceptsof systems, subsystems,feedback and control insolving technologicalproblems.• Identify the function of

subsystems within a largersystem (e.g., role ofthermostat in an engine,pressure switch).

• Describe theinterrelationships amonginputs, processes, outputs,feedback and control inspecific systems.

• Explain the concept ofsystem redesign and apply itto improve technologicalsystems.

• Apply the universal systemsmodel to illustrate specificsolutions and troubleshootspecific problems.

• Analyze and describe theeffectiveness of systems tosolve specific problems.

A. Apply concepts of systems,subsystems, feedback andcontrol to solve complextechnological problems.• Apply knowledge of control

systems concept bydesigning and modelingcontrol systems that solvespecific problems.

• Apply systems analysis topredict results.

• Analyze and describe thefunction, interaction andrelationship amongsubsystems and the systemitself.

• Compare and contrastseveral systems that couldbe applied to solve a singleproblem.

• Evaluate the causes of asystem’s inefficiency.

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3.1. Unifying Themes

3.1.4. GRADE 4 3.1.7. GRADE 7 3.1.10. GRADE 10 3.1.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to . . .

B. Know models as usefulsimplifications of objects orprocesses.• Identify different types of

models.• Identify and apply models

as tools for prediction andinsight.

• Apply appropriate simplemodeling tools andtechniques.

• Identify theories that serveas models (e.g., molecules).

B. Describe the use of models as anapplication of scientific ortechnological concepts.• Identify and describe

different types of modelsand their functions.

• Apply models to predictspecific results andobservations (e.g.,population growth, effectsof infectious organisms).

• Explain systems byoutlining a system’s relevantparts and its purpose and/ordesigning a model thatillustrates its function.

B. Describe concepts of models as away to predict and understandscience and technology.• Distinguish between

different types of modelsand modeling techniquesand apply their appropriateuse in specific applications(e.g., kinetic gas theory,DNA).

• Examine the advantages ofusing models to demonstrateprocesses and outcomes(e.g., blue print analysis,structural stability).

• Apply mathematical modelsto science and technology.

B. Apply concepts of models as amethod to predict andunderstand science andtechnology.• Evaluate technological

processes by collecting dataand applying mathematicalmodels (e.g., processcontrol).

• Apply knowledge ofcomplex physical models tointerpret data and applymathematical models.

• Appraise the importance ofcomputer models ininterpreting science andtechnological systems.

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3.1. Unifying Themes

3.1.4. GRADE 4 3.1.7. GRADE 7 3.1.10. GRADE 10 3.1.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to . . .

C. Illustrate patterns that regularlyoccur and reoccur in nature.• Identify observable patterns

(e.g., growth patterns inplants, crystal shapes inminerals, climate, structuralpatterns in bird feathers).

• Use knowledge of naturalpatterns to predict nextoccurrences (e.g., seasons,leaf patterns, lunar phases).

C. Identify patterns as repeatedprocesses or recurringelements in science andtechnology.• Identify different forms of

patterns and use them togroup and classify specificobjects.

• Identify repeating structurepatterns.

• Identify and describepatterns that occur inphysical systems (e.g.,construction, manufacturing,transportation),informational systems andbiochemical-related systems.

C. Apply patterns as repeatedprocesses or recurringelements in science andtechnology.• Examine and describe

recurring patterns that formthe basis of biologicalclassification, chemicalperiodicity, geological orderand astronomical order.

• Examine and describestationary physical patterns.

• Examine and describephysical patterns in motion.

C. Assess and apply patterns inscience and technology.• Assess and apply recurring

patterns in natural andtechnological systems.

• Compare and contraststructure and functionrelationships as they relateto patterns.

• Assess patterns in natureusing mathematicalformulas.

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3.1. Unifying Themes

3.1.4. GRADE 4 3.1.7. GRADE 7 3.1.10. GRADE 10 3.1.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to . . .

D. Know that scale is an importantattribute of natural and humanmade objects, events andphenomena.• Identify the use of scale as

it relates to themeasurement of distance,volume and mass.

• Describe scale as a ratio(e.g., map scales).

• Explain the importance ofscale in producing modelsand apply it to a model.

D. Explain scale as a way ofrelating concepts and ideas toone another by some measure.• Apply various applications

of size and dimensions ofscale to scientific,mathematical, andtechnological applications.

• Describe scale as a form ofratio and apply to a lifesituation.

D. Apply scale as a way of relatingconcepts and ideas to oneanother by some measure.• Apply dimensional analysis

and scale as a ratio.• Convert one scale to

another.

D. Analyze scale as a way ofrelating concepts and ideas toone another by some measure.• Compare and contrast

various forms ofdimensional analysis.

• Assess the use of severalunits of measurement to thesame problem.

• Analyze and applyappropriate measurementscales when collecting data.

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3.1. Unifying Themes

3.1.4. GRADE 4 3.1.7. GRADE 7 3.1.10. GRADE 10 3.1.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to . . .

E. Recognize change in natural andphysical systems.• Recognize change as

fundamental to science andtechnology concepts.

• Examine and explainchange by using time andmeasurement.

• Describe relative motion.• Describe the change to

objects caused by heat,cold, light or chemicals.

E. Identify change as a variable indescribing natural andphysical systems.• Describe fundamental

science and technologyconcepts that could solvepractical problems.

• Explain how ratio is used todescribe change.

• Describe the effect ofmaking a change in one partof a system on the systemas a whole.

E. Describe patterns of change innature, physical and manmade systems.• Describe how fundamental

science and technologyconcepts are used to solvepractical problems (e.g.,momentum, Newton’s lawsof universal gravitation,tectonics, conservation ofmass and energy, celltheory, theory of evolution,atomic theory, theory ofrelativity, Pasteur’s germtheory, relativity,heliocentric theory, gaslaws, feedback systems).

• Recognize that stablesystems often involveunderlying dynamic changes(e.g., a chemical reaction atequilibrium has moleculesreforming continuously).

E. Evaluate change in nature,physical systems and manmade systems.• Evaluate fundamental

science and technologyconcepts and theirdevelopment over time(e.g., DNA, cellularrespiration, unified fieldtheory, energy measurement,automation, miniaturization,Copernican and Ptolemaicuniverse theories).

• Analyze how models,systems and technologieshave changed over time(e.g., germ theory, theory ofevolution, solar system,cause of fire).

• Explain how correlation ofvariables does notnecessarily imply causation.

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3.1. Unifying Themes

3.1.4. GRADE 4 3.1.7. GRADE 7 3.1.10. GRADE 10 3.1.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to . . .

• Describe the effects of error inmeasurements.

• Describe changes to mattercaused by heat, cold, lightor chemicals using a ratefunction.

• Evaluate the patterns ofchange within a technology(e.g., changes in engineeringin the automotive industry).

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3.2. Inquiry and Design

3.2.4. GRADE 4 3.2.7. GRADE 7 3.2.10. GRADE 10 3.2.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

A. Identify and use the nature ofscientific and technologicalknowledge.• Distinguish between a

scientific fact and a belief.• Provide clear explanations

that account forobservations and results.

• Relate how new informationcan change existingperceptions.

A. Explain and apply scientific andtechnological knowledge.• Distinguish between a

scientific theory and abelief.

• Answer ‘‘What if’’questions based onobservation, inference orprior knowledge orexperience.

• Explain how skepticismabout an accepted scientificexplanation led to a newunderstanding.

• Explain how newinformation may changeexisting theories andpractice.

A. Apply knowledge andunderstanding about the natureof scientific and technologicalknowledge.• Compare and contrast

scientific theories andbeliefs.

• Know that science uses bothdirect and indirectobservation means to studythe world and the universe.

• Integrate new informationinto existing theories andexplain implied results.

A. Evaluate the nature of scientificand technological knowledge.• Know and use the ongoing

scientific processes tocontinually improve andbetter understand howthings work.

• Critically evaluate the statusof existing theories (e.g.,germ theory of disease,wave theory of light,classification of subatomicparticles, theory ofevolution, epidemiology ofAIDS).

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3.2. Inquiry and Design

3.2.4. GRADE 4 3.2.7. GRADE 7 3.2.10. GRADE 10 3.2.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

B. Describe objects in the worldusing the five senses.• Recognize observational

descriptors from each of thefive senses (e.g., see-blue,feel-rough).

• Use observations to developa descriptive vocabulary.

B. Apply process knowledge tomake and interpretobservations.• Measure materials using a

variety of scales.• Describe relationships by

making inferences andpredictions.

• Communicate, use space/time relationships, defineoperationally, raisequestions, formulatehypotheses, test andexperiment.

• Design controlledexperiments, recognizevariables, and manipulatevariables.

• Interpret data, formulatemodels, design models, andproduce solutions.

B. Apply process knowledge andorganize scientific andtechnological phenomena invaried ways.• Describe materials using

precise quantitative andqualitative skills based onobservations.

• Develop appropriatescientific experiments:raising questions,formulating hypotheses,testing, controlledexperiments, recognizingvariables, manipulatingvariables, interpreting data,and producing solutions.

• Use process skills to makeinferences and predictionsusing collected informationand to communicate, usingspace/time relationships,defining operationally.

B. Evaluate experimentalinformation forappropriateness and adherenceto relevant science processes.• Evaluate experimental data

correctly withinexperimental limits.

• Judge that conclusions areconsistent and logical withexperimental conditions.

• Interpret results ofexperimental research topredict new information orimprove a solution.

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3.2. Inquiry and Design

3.2.4. GRADE 4 3.2.7. GRADE 7 3.2.10. GRADE 10 3.2.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

C. Recognize and use the elementsof scientific inquiry to solveproblems.• Generate questions about

objects, organisms and/orevents that can be answeredthrough scientificinvestigations.

• Design an investigation.• Conduct an experiment.• State a conclusion that is

consistent with theinformation.

C. Identify and use the elements ofscientific inquiry to solveproblems.• Generate questions about

objects, organisms and/orevents that can be answeredthrough scientificinvestigations.

• Evaluate the appropriatenessof questions.

• Design an investigation withlimited variables toinvestigate a question.

• Conduct a two-partexperiment.

• Judge the significance ofexperimental information inanswering the question.

• Communicate appropriateconclusions from theexperiment.

C. Apply the elements of scientificinquiry to solve problems.• Generate questions about

objects, organisms and/orevents that can be answeredthrough scientificinvestigations.

• Evaluate the appropriatenessof questions.

• Design an investigation withadequate control and limitedvariables to investigate aquestion.

• Conduct a multiple stepexperiment.

• Organize experimentalinformation using a varietyof analytic methods.

• Judge the significance ofexperimental information inanswering the question.

• Suggest additional steps thatmight be doneexperimentally.

C. Apply the elements of scientificinquiry to solve multi-stepproblems.• Generate questions about

objects, organisms and/orevents that can be answeredthrough scientificinvestigations.

• Evaluate the appropriatenessof questions.

• Design an investigation withadequate control and limitedvariables to investigate aquestion.

• Organize experimentalinformation using analyticand descriptive techniques.

• Evaluate the significance ofexperimental information inanswering the question.

• Project additional questionsfrom a research study thatcould be studied.

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3.2. Inquiry and Design

3.2.4. GRADE 4 3.2.7. GRADE 7 3.2.10. GRADE 10 3.2.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

D. Recognize and use thetechnological design processto solve problems.• Recognize and explain basic

problems.• Identify possible solutions

and their course of action.• Try a solution.• Describe the solution,

identify its impacts andmodify if necessary.

• Show the steps taken andthe results.

D. Know and use the technologicaldesign process to solveproblems.• Define different types of

problems.• Define all aspects of the

problem, necessaryinformation and questionsthat must be answered.

• Propose the best solution.• Design and propose

alternative methods toachieve solutions.

• Apply a solution.• Explain the results, present

improvements, identify andinfer the impacts of thesolution.

D. Identify and apply thetechnological design processto solve problems.• Examine the problem, rank

all necessary informationand all questions that mustbe answered.

• Propose and analyze asolution.

• Implement the solution.• Evaluate the solution, test,

redesign and improve asnecessary.

• Communicate the processand evaluate and present theimpacts of the solution.

D. Analyze and use thetechnological design processto solve problems.• Assess all aspects of the

problem, prioritize thenecessary information andformulate questions thatmust be answered.

• Propose, develop andappraise the best solutionand develop alternativesolutions.

• Implement and assess thesolution.

• Evaluate and assess thesolution, redesign andimprove as necessary.

• Communicate and assess theprocess and evaluate andpresent the impacts of thesolution.

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3.3. Biological Sciences

3.3.4. GRADE 4 3.3.7. GRADE 7 3.3.10. GRADE 10 3.3.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

A. Know the similarities anddifferences of living things.• Identify life processes of

living things (e.g., growth,digestion, react toenvironment).

• Know that some organismshave similar externalcharacteristics (e.g.,anatomical characteristics;appendages, type ofcovering, body segments)and that similarities anddifferences are related toenvironmental habitat.

• Describe basic needs ofplants and animals.

A. Describe the similarities anddifferences that characterizediverse living things.• Describe how the structures

of living things help themfunction in unique ways.

• Explain how to use adichotomous key to identifyplants and animals.

• Account for adaptationsamong organisms that livein a particular environment.

A. Explain the structural andfunctional similarities anddifferences found amongliving things.• Identify and characterize

major life forms accordingto their placement inexisting classificationgroups.

• Explain the relationshipbetween structure andfunction at the molecularand cellular levels.

• Describe organizingschemes of classificationkeys.

• Identify and characterizemajor life forms bykingdom, phyla, class andorder.

A. Explain the relationship betweenstructure and function at alllevels of organization.• Identify and explain

interactions amongorganisms (e.g., mutuallybeneficial, harmfulrelationships).

• Explain and analyze therelationship betweenstructure and function at themolecular, cellular andorgan-system level.

• Describe and explainstructural and functionalrelationships in each of thefive (or six) kingdoms.

• Explain significantbiological diversity found ineach of the biomes.

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3.3. Biological Sciences

3.3.4. GRADE 4 3.3.7. GRADE 7 3.3.10. GRADE 10 3.3.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

B. Know that living things aremade up of parts that havespecific functions.• Identify examples of

unicellular and multicellularorganisms.

• Determine how differentparts of a living thing worktogether to make theorganism function.

B. Describe the cell as the basicstructural and functional unitof living things.• Identify the levels of

organization from cell toorganism.

• Compare life processes atthe organism level with lifeprocesses at the cell level.

• Explain that cells andorganisms have particularstructures that underlie theirfunctions.

• Describe and distinguishamong cell cycles,reproductive cycles and lifecycles.

• Explain disease effects onstructures or functions of anorganism.

B. Describe and explain thechemical and structural basisof living organisms.• Describe the relationship

between the structure oforganic molecules and thefunction they serve in livingorganisms.

• Identify the specializedstructures and regions of thecell and the functions ofeach.

• Explain how cells store anduse information to guidetheir functions.

• Explain cell functions andprocesses in terms ofchemical reactions andenergy changes.

B. Analyze the chemical andstructural basis of livingorganisms.• Identify and describe factors

affecting metabolic function(e.g., temperature, acidity,hormones).

• Evaluate metabolic activitiesusing experimentalknowledge of enzymes.

• Evaluate relationshipsbetween structure andfunctions of differentanatomical parts given theirstructure.

• Describe potential impact ofgenome research on thebiochemistry andphysiology of life.

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3.3. Biological Sciences

3.3.4. GRADE 4 3.3.7. GRADE 7 3.3.10. GRADE 10 3.3.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

C. Know that characteristics areinherited and, thus, offspringclosely resemble their parents.• Identify characteristics for

animal and plant survival indifferent climates.

• Identify physicalcharacteristics that appear inboth parents and offspringand differ between families,strains or species.

C. Know that every organism has aset of genetic instructions thatdetermines its inherited traits.• Identify and explain

inheritable characteristics.• Identify that the gene is the

basic unit of inheritance.• Identify basic patterns of

inheritance (e.g.,dominance, recessive,codominance).

• Describe how traits areinherited.

• Distinguish how differentliving things reproduce(e.g., vegetative budding,sexual).

• Recognize that mutationscan alter a gene.

• Describe how selectivebreeding, natural selectionand genetic technologiescan change genetic makeupof organisms.

C. Describe how geneticinformation is inherited andexpressed.• Compare and contrast the

function of mitosis andmeiosis.

• Describe mutations’ effectson a trait’s expression.

• Distinguish differentreproductive patterns inliving things (e.g., budding,spores, fission).

• Compare random andselective breeding practicesand their results (e.g.,antibiotic resistant bacteria).

• Explain the relationshipamong DNA, genes andchromosomes.

• Explain different types ofinheritance (e.g., multipleallele, sex-influenced traits).

• Describe the role of DNA inprotein synthesis as itrelates to gene expression.

C. Explain gene inheritance andexpression at the molecularlevel.• Analyze gene expression at

the molecular level.• Describe the roles of

nucleic acids in cellularreproduction and proteinsynthesis.

• Describe geneticengineering techniques,applications and impacts.

• Explain birth defects fromthe standpoint ofembryological developmentand/or changes in geneticmakeup.

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3.3. Biological Sciences

3.3.4. GRADE 4 3.3.7. GRADE 7 3.3.10. GRADE 10 3.3.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

D. Identify changes in living thingsover time.• Compare extinct life forms

with living organisms.

D. Explain basic concepts of naturalselection.• Identify adaptations that

allow organisms to survivein their environment.

• Describe how anenvironmental change canaffect the survival oforganisms and entirespecies.

• Know that differences inindividuals of the samespecies may give someadvantage in surviving andreproducing.

• Recognize that populations oforganisms can increaserapidly.

• Describe the role that fossilsplay in studying the past.

• Explain how biologicextinction is a natural process.

D. Explain the mechanisms of thetheory of evolution.• Analyze data from fossil

records, similarities inanatomy and physiology,embryological studies andDNA studies that arerelevent to the theory ofevolution.

• Explain the role ofmutations and generecombination in changing apopulation of organisms.

• Compare modern daydescendents of extinctspecies and proposepossible scientific accountsfor their present appearance.

• Describe the factors (e.g.,isolation, differentialreproduction) affecting genefrequency in a populationover time and theirconsequences.

D. Analyze the theory of evolution.• Examine human history by

describing the progressionfrom early hominids tomodern humans.

• Apply the concept ofnatural selection as a centralconcept in illustratingevolution theory.

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3.3.4. GRADE 4 3.3.7. GRADE 7 3.3.10. GRADE 10 3.3.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

• Describe and differentiatebetween the roles of naturalselection and genetic drift.

• Describe changes thatillustrate major events in theearth’s development based ona time line.

• Explain why natural selectioncan act only on inheritedtraits.

• Apply the concept of naturalselection to illustrate andaccount for a species’ survival,extinction or change overtime.

Ecosystem Standards are in the Environment and Ecology Standard Category (4.6).

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3.4. Physical Science, Chemistry and Physics

3.4.4. GRADE 4 3.4.7. GRADE 7 3.4.10. GRADE 10 3.4.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

A. Recognize basic concepts aboutthe structure and properties ofmatter.• Describe properties of

matter (e.g., hardness,reactions to simple chemicaltests).

• Know that combining twoor more substances canmake new materials withdifferent properties.

• Know different materialcharacteristics (e.g., texture,state of matter, solubility).

A. Describe concepts about thestructure and properties ofmatter.• Identify elements as basic

building blocks of matterthat cannot be broken downchemically.

• Distinguish compoundsfrom mixtures.

• Describe and conductexperiments that identifychemical and physicalproperties.

• Describe reactants andproducts of simple chemicalreactions.

A. Explain concepts about thestructure and properties ofmatter.• Know that atoms are

composed of even smallersub-atomic structures whoseproperties are measurable.

• Explain the repeatingpattern of chemicalproperties by using therepeating patterns of atomicstructure within the periodictable.

• Predict the behavior ofgases through the use ofBoyle’s, Charles’ or theideal gas law, in everydaysituations.

• Describe phases of matteraccording to the KineticMolecular Theory.

• Explain the formation ofcompounds and theirresulting properties usingbonding theories (ionic andcovalent).

A. Apply concepts about thestructure and properties ofmatter.• Apply rules of systematic

nomenclature and formulawriting to chemicalsubstances.

• Classify and describe, inequation form, types ofchemical and nuclearreactions.

• Explain how radioactiveisotopes that are subject todecay can be used toestimate the age ofmaterials.

• Explain how the forces thatbind solids, liquids andgases affect their properties.

• Characterize and identifyimportant classes ofcompounds (e.g., acids,bases, salts).

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Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

• Recognize formulas for simpleinorganic compounds.

• Describe various types ofchemical reactions by applyingthe laws of conservation ofmass and energy.

• Apply knowledge of mixturesto appropriate separationtechniques.

• Understand that carbon canform several types ofcompounds.

• Apply the conservation ofenergy concept to fields asdiverse as mechanics,nuclear particles and studiesof the origin of theuniverse.

• Apply the predictability ofnuclear decay to estimatethe age of materials thatcontain radioactive isotopes.

• Quantify the properties ofmatter (e.g., density,solubility coefficients) byapplying mathematicalformulas.

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3.4. Physical Science, Chemistry and Physics

3.4.4. GRADE 4 3.4.7. GRADE 7 3.4.10. GRADE 10 3.4.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

B. Know basic energy types,sources and conversions.• Identify energy forms and

examples (e.g., sunlight,heat, stored, motion).

• Know the concept of theflow of energy bymeasuring flow through anobject or system.

• Describe static electricity interms of attraction,repulsion and sparks.

• Apply knowledge of thebasic electrical circuits todesign and constructionsimple direct currentcircuits.

• Classify materials asconductors andnonconductors.

• Know and demonstrate thebasic properties of heat byproducing it in a variety ofways.

B. Relate energy sources andtransfers to heat andtemperature.• Identify and describe sound

changes in moving objects.• Know that the sun is a

major source of energy thatemits wavelengths of visiblelight, infrared andultraviolet radiation.

• Explain the conversion ofone form of energy toanother by applyingknowledge of each form ofenergy.

• Explain the parts andfunctions in an electricalcircuit.

B. Analyze energy sources andtransfers of heat.• Determine the efficiency of

chemical systems byapplying mathematicalformulas.

• Use knowledge of chemicalreactions to generate anelectrical current.

• Evaluate energy changes inchemical reactions.

• Use knowledge ofconservation of energy andmomentum to explaincommon phenomena (e.g.,refrigeration system, rocketpropulsion).

• Explain resistance, currentand electro-motive force(Ohm’s Law).

B. Apply and analyze energysources and conversions andtheir relationship to heat andtemperature.• Determine the heat involved

in illustrative chemicalreactions.

• Evaluate mathematicalformulas that calculate theefficiency of specificchemical and mechanicalsystems.

• Use knowledge of oxidationand reduction to balancecomplex reactions.

• Apply appropriatethermodynamic concepts(e.g., conservation, entropy)to solve problems relating toenergy and heat.

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Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

• Know the characteristics oflight (e.g., reflection,refraction, absorption) and usethem to produce heat, color ora virtual image.

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3.4.4. GRADE 4 3.4.7. GRADE 7 3.4.10. GRADE 10 3.4.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .TrC.

Observe and describe differenttypes of force and motion.• Identify characteristics of

sound (pitch, loudness andechoes).

• Recognize forces that attractor repel other objects anddemonstrate them.

• Describe various types ofmotions.

• Compare the relativemovement of objects anddescribe types of motionthat are evident.

• Describe the position of anobject by locating it relativeto another object or thebackground (e.g.,geographic direction, left,up).

C. Identify and explain theprinciples of force and motion.• Describe the motion of an

object based on its position,direction and speed.

• Classify fluid powersystems according to fluidused or mode of powertransmission (e.g., air, oil).

• Explain various motionsusing models.

• Explain how convex andconcave mirrors and lenschange light images.

• Explain how sound andlight travel in waves ofdiffering speeds, sizes andfrequencies.

C. Distinguish among the principlesof force and motion.• Identify the relationship of

electricity and magnetism astwo aspects of a singleelectromagnetic force.

• Identify elements of simplemachines in compoundmachines.

• Explain fluid power systemsthrough the design andconstruction of appropriatemodels.

• Describe sound effects (e.g.,Doppler effect, amplitude,frequency, reflection,refraction, absorption, sonar,seismic).

• Describe light effects (e.g.,Doppler effect, dispersion,absorption, emission spectra,polarization, interference).

• Describe and measure themotion of sound, light andother objects.

C. Apply the principles of motionand force.• Evaluate wave properties of

frequency, wavelength andspeed as applied to soundand light through differentmedia.

• Propose and producemodifications to specificmechanical power systemsthat will improve theirefficiency.

• Analyze the principles oftranslational motion,velocity and acceleration asthey relate to free fall andprojectile motion.

• Analyze the principles ofrotational motion to solveproblems relating to angularmomentum, and torque.

• Interpret a model thatillustrates circular motionand acceleration.

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3.4. Physical Science, Chemistry and Physics

3.4.4. GRADE 4 3.4.7. GRADE 7 3.4.10. GRADE 10 3.4.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

• Know Newton’s laws ofmotion (including inertia,action and reaction) andgravity and apply them tosolve problems related toforces and mass.

• Determine the efficiency ofmechanical systems byapplying mathematicalformulas.

• Describe inertia, motion,equilibrium, and action/reaction concepts throughwords, models andmathematical symbols.

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3.4.4. GRADE 4 3.4.7. GRADE 7 3.4.10. GRADE 10 3.4.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

D. Describe the composition andstructure of the universe andthe earth’s place in it.• Recognize earth’s place in

the solar system.• Explain and illustrate the

causes of seasonal changes.• Identify planets in our solar

system and their generalcharacteristics.

• Describe the solar systemmotions and use them toexplain time (e.g., days,seasons), major lunar phasesand eclipses.

D. Describe essential ideas aboutthe composition and structureof the universe and the earth’splace in it.• Compare various planets’

characteristics.• Describe basic star types

and identify the sun as astar type.

• Describe and differentiatecomets, asteroids andmeteors.

• Identify gravity as the forcethat keeps planets in orbitaround the sun and governsthe rest of the movement ofthe solar system and theuniverse.

• Illustrate how the positionof stars and constellationschange in relation to theEarth during an evening andfrom month to month.

• Identify equipment andinstruments that explore theuniverse.

D. Explain essential ideas about thecomposition and structure ofthe universe.• Compare the basic

structures of the universe(e.g., galaxy types, nova,black holes, neutron stars).

• Describe the structure andlife cycle of star, using theHertzsprung-Russelldiagram.

• Describe the nuclearprocesses involved inenergy production in a star.

• Explain the ‘‘red-shift’’ andHubble’s use of it todetermine stellar distanceand movement.

• Compare absolute versusapparent star magnitude andtheir relation to stellardistance.

• Explain the impact of theCopernican and Newtonianthinking on man’s view ofthe universe.

D. Analyze the essential ideas aboutthe composition and structureof the universe.• Analyze the Big Bang

Theory’s use of gravitationand nuclear reaction toexplain a possible origin ofthe universe.

• Compare the use of visual,radio and x-ray telescopesto collect data regarding thestructure and evolution ofthe universe.

• Correlate the use of thespecial theory of relativityand the life of a star.

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• Identify the accomplishmentsand contributions provided byselected past and presentscientists in the field ofastronomy.• Identify and articulate space

program efforts toinvestigate possibilities ofliving in space and on otherplanets.

• Identify and analyze thefindings of several spaceinstruments in regard to theextent and composition of thesolar system and universe.

Refer to Technology Standard Category 3.6 for applied uses of these concepts and principles.

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3.5. Earth Sciences

3.5.4. GRADE 4 3.5.7. GRADE 7 3.5.10. GRADE 10 3.5.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

A. Know basic landforms and earthhistory.• Describe earth processes

(e.g., rusting, weathering,erosion) that have affectedselected physical features instudents’ neighborhoods.

• Identify various earthstructures (e.g., mountains,faults, drainage basins)through the use of models.

• Identify the composition ofsoil as weathered rock anddecomposed organicremains.

• Describe fossils and thetype of environment theylived in (e.g., tropical,aquatic, desert).

A. Describe earth features andprocesses.• Describe major layers of the

earth.• Describe the processes

involved in the creation ofgeologic features (e.g.,folding, faulting, volcanism,sedimentation) and thatthese processes seen today(e.g., erosion, weatheringcrustal plate movement) aresimilar to those in the past.

• Describe the processes thatformed Pennsylvaniageologic structures andresources includingmountains, glacialformations, water gaps andridges.

• Explain how the rock cycleaffected rock formations inthe state of Pennsylvania.

A. Relate earth features andprocesses that change theearth.• Illustrate and explain plate

tectonics as the mechanismof continental movementand sea floor changes.

• Compare examples ofchange to the earth’s surfaceover time as they related tocontinental movement andocean basin formation (e.g.,Delaware, Susquehanna,Ohio Rivers systemformations, dynamics).

• Interpret topographic mapsto identify and describesignificant geologic history/structures in Pennsylvania.

• Evaluate and interpretgeologic history usinggeologic maps.

• Explain several methods ofdating earth materials andstructures.

A. Analyze and evaluate earthfeatures and processes thatchange the earth.• Apply knowledge of

geophysical processes toexplain the formation anddegradation of earthstructures (e.g., mineraldeposition, cave formations,soil composition).

• Interpret geologicalevidence supportingevolution.

• Apply knowledge ofradioactive decay to assessthe age of various earthfeatures and objects.

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Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

• Distinguish between examplesof rapid surface changes (e.g.,landslides, earthquakes) andslow surface changes (e.g.,weathering).

• Identify living plants andanimals that are similar tofossil forms.

• Correlate rock units withgeneral geologic time periodsin the history of the earth.

• Describe and identify majortypes of rocks and minerals.

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Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

B. Know types and uses of earthmaterials.• Identify uses of various

earth materials (e.g.,buildings, highways, fuels,growing plants).

• Identify and sort earthmaterials according to aclassification key (e.g., soil/rock type).

B. Recognize earth resources andhow they affect everyday life.• Identify and locate

significant earth resources(e.g., rock types, oil, gas,coal deposits) inPennsylvania.

• Explain the processesinvolved in the formation ofoil and coal inPennsylvania.

• Explain the value and usesof different earth resources(e.g., selected minerals,ores, fuel sources,agricultural uses).

• Compare the locations ofhuman settlements as relatedto available resources.

B. Explain sources and uses ofearth resources.• Compare the locations of

strategic minerals and earthresources in the world withtheir geologic history usingmaps and global informationsystems.

• Demonstrate the effects ofsedimentation and erosionbefore and after aconservation plan isimplemented.

• Evaluate the impact ofgeologic activities/hazards(e.g., earthquakes, sinkholes,landslides).

• Evaluate land use (e.g.,agricultural, recreational,residential, commercial) inPennsylvania based uponsoil characteristics.

B. Analyze the availability, locationand extraction of earthresources.• Describe how the location

of earth’s major resourceshas affected a country’sstrategic decisions.

• Compare locations of earthfeatures and countryboundaries.

• Analyze the impact ofresources (e.g., coaldeposits, rivers) on the lifeof Pennsylvania’ssettlements and cities.

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Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

C. Know basic weather elements.• Identify cloud types.• Identify weather patterns

from data charts (includingtemperature, wind directionand speed, precipitation)and graphs of the data.

• Explain how the differentseasons effect plants,animals, food availabilityand daily human life.

C. Describe basic elements ofmeteorology.• Explain weather forecasts

by interpreting weather dataand symbols.

• Explain the oceans’ impacton local weather and theclimate of a region.

• Identify how cloud types,wind directions andbarometric pressure changesare associated with weatherpatterns in different regionsof the country.

• Explain and illustrate theprocesses of cloudformation and precipitation.

• Describe and illustrate themajor layers of the earth’satmosphere.

• Identify different air massesand global wind patternsand how they relate to theweather patterns in differentregions of the U.S.

C. Interpret meteorological data.• Analyze information from

meteorological instrumentsand online sources topredict weather patterns.

• Describe weather andclimate patterns on globallevels.

• Evaluate specificadaptations plants andanimals have made thatenable them to survive indifferent climates.

C. Analyze atmospheric energytransfers.• Describe how weather and

climate involve the transferof energy in and out of theatmosphere.

• Explain how unequalheating of the air, ocean andland produces wind andocean currents.

• Analyze the energytransformations that occurduring the greenhouse effectand predict the long-termeffects of increasedpollutant levels in theatmosphere.

• Analyze the mechanismsthat drive a weatherphenomena (e.g., El Nino,hurricane, tornado) usingthe correlation of threemethods of heat energytransfer.

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Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

D. Recognize the earth’s differentwater resources.• Know that approximately

three-fourths of the earth iscovered by water.

• Identify and describe typesof fresh and saltwaterbodies.

• Identify examples of waterin the form of solid, liquidand gas on or near thesurface of the earth.

• Explain and illustrateevaporation andcondensation.

• Recognize other resourcesavailable from water (e.g.,energy, transportation,minerals, food).

D. Explain the behavior and impactof the earth’s water systems.• Explain the water cycle

using the processes ofevaporation andcondensation.

• Describe factors that affectevaporation andcondensation.

• Distinguish salt from freshwater (e.g., density,electrical conduction).

• Compare the effect of watertype (e.g., polluted, fresh,salt water) and the lifecontained in them.

• Identify ocean and shorelinefeatures (e.g., bays, inlets,spit, tidal marshes).

D. Assess the value of water as aresource.• Compare specific sources of

potable water (e.g., wells,public systems, rivers) usedby people in Pennsylvania.

• Identify the components ofa municipal/agriculturalwater supply system and awastewater treatmentsystem.

• Relate aquatic life to waterconditions (e.g., turbidity,temperature, salinity,dissolved oxygen, nitrogenlevels, pressure).

• Compare commerciallyimportant aquatic species inor near Pennsylvania.

• Identify economic resourcesfound in marine areas.

• Assess the natural and man-made factors that affect theavailability of clean water(e.g., rock and mineraldeposits, man-madepollution).

D. Analyze the principles andhistory of hydrology.• Analyze the operation and

effectiveness of a waterpurification and desalinationsystem.

• Evaluate the pros and consof surface waterappropriation forcommercial and electricaluse.

• Analyze the historicaldevelopment of water use inPennsylvania (e.g., recoveryof Lake Erie).

• Compare the marine life andtype of water found in theintertidal, neritic andbathyal zones.

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Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

Refer to Environment and Ecology Standards Categories 4.1, 4.3, 4.8 for standards that deal with environmental impact of Earth structuresand forces.

Pennsylvania Core Standards for Reading inScience and Technology

Grades 6-12

INTRODUCTION

These standards describe what students in the science classroom should know and be able to do with the English languagein reading, grade 6 through 12. The standards provide the targets for instruction and student learning essential for success inall academic areas, not just language arts classrooms. Although the standards are not a curriculum or a prescribed series ofactivities, school entities will use them to develop a local school curriculum that will meet local students’ needs.

The standards below begin at grade 6; standards for K-5 reading in history/social studies, science, and technical subjectsare integrated into the K-5 Reading standards.

The English Language Arts Standards for Science and Technical Subjects also provide parents and community memberswith information about what students should know and be able to do as they progress through the educational program andat graduation. With a clearly defined target provided by the standards, parents, students, educators and community membersbecome partners in learning. Each standard implies an end of year goal—with the understanding that exceeding the standardis an even more desirable end goal.

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3.5 Reading Informational TextStudents read, understand, and respond to informational text—with emphasis on comprehension, making connections among ideas andbetween texts with focus on textual evidence.

GRADE 6-8 GRADE 9-10 GRADE 11-12

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CC.3.5.6-8.A.Cite specific textual evidence to supportanalysis of science and technical texts.

CC.3.5.9-10.A.Cite specific textual evidence to supportanalysis of science and technical texts,attending to the precise details of explanationsor descriptions.

CC.3.5.11-12.A.Cite specific textual evidence to supportanalysis of science and technical texts,attending to important distinctions the authormakes and to any gaps or inconsistencies inthe account.

CC.3.5.6-8.B.Determine the central ideas or conclusions ofa text; provide an accurate summary of thetext distinct from prior knowledge oropinions.

CC.3.5.9-10.B.Determine the central ideas or conclusions of atext; trace the text’s explanation or depictionof a complex process, phenomenon, orconcept; provide an accurate summary of thetext.

CC.3.5.11-12.B.Determine the central ideas or conclusions ofa text; summarize complex concepts,processes, or information presented in a textby paraphrasing them in simpler but stillaccurate terms.

CC.3.5.6-8.C.Follow precisely a multistep procedure whencarrying out experiments, takingmeasurements, or performing technical tasks.

CC.3.5.9-10.C.Follow precisely a complex multistepprocedure when carrying out experiments,taking measurements, or performing technicaltasks, attending to special cases or exceptionsdefined in the text.

CC.3.5.11-12.C.Follow precisely a complex multistepprocedure when carrying out experiments,taking measurements, or performing technicaltasks; analyze the specific results based onexplanations in the text.

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3.5 Reading Informational TextStudents read, understand, and respond to informational text—with emphasis on comprehension, making connections among ideas andbetween texts with focus on textual evidence.

GRADE 6-8 GRADE 9-10 GRADE 11-12

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CC.3.5.6-8.D.Determine the meaning of symbols, key terms,and other domain-specific words and phrasesas they are used in a specific scientific ortechnical context relevant to grades 6-8 textsand topics.

CC.3.5.9-10.D.Determine the meaning of symbols, key terms,and other domain-specific words and phrasesas they are used in a specific scientific ortechnical context relevant to grades 9-10 textsand topics.

CC.3.5.11-12.D.Determine the meaning of symbols, key terms,and other domain-specific words and phrasesas they are used in a specific scientific ortechnical context relevant to grades 11-12texts and topics.

CC.3.5.6-8.E.Analyze the structure an author uses toorganize a text, including how the majorsections contribute to the whole and to anunderstanding of the topic.

CC.3.5.9-10.E.Analyze the structure of the relationshipsamong concepts in a text, includingrelationships among key terms (e.g., force,friction, reaction force, energy).

CC.3.5.11-12.E.Analyze how the text structures information orideas into categories or hierarchies,demonstrating understanding of theinformation or ideas.

CC.3.5.6-8.F.Analyze the author’s purpose in providing anexplanation, describing a procedure, ordiscussing an experiment in a text.

CC.3.5.9-10.F.Analyze the author’s purpose in providing anexplanation, describing a procedure, ordiscussing an experiment in a text, definingthe question the author seeks to address.

CC.3.5.11-12.F.Analyze the author’s purpose in providing anexplanation, describing a procedure, ordiscussing an experiment in a text, identifyingimportant issues that remain unresolved.

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3.5 Reading Informational TextStudents read, understand, and respond to informational text—with emphasis on comprehension, making connections among ideas andbetween texts with focus on textual evidence.

GRADE 6-8 GRADE 9-10 GRADE 11-12

Inte

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CC.3.5.6-8.G.Integrate quantitative or technical informationexpressed in words in a text with a version ofthat information expressed visually (e.g., in aflowchart, diagram, model, graph, or table).

CC.3.5.9-10.G.Translate quantitative or technical informationexpressed in words in a text into visual form(e.g., a table or chart) and translateinformation expressed visually ormathematically (e.g., in an equation) intowords.

CC.3.5.11-12.G.Integrate and evaluate multiple sources ofinformation presented in diverse formats andmedia (e.g., quantitative data, video,multimedia) in order to address a question orsolve a problem.

CC.3.5.6-8.H.Distinguish among facts, reasoned judgmentbased on research findings, and speculationin a text.

CC.3.5.9-10.H.Assess the extent to which the reasoning andevidence in a text support the author’s claimor a recommendation for solving a scientificor technical problem.

CC.3.5.11-12.H.Evaluate the hypotheses, data, analysis, andconclusions in a science or technical text,verifying the data when possible andcorroborating or challenging conclusions withother sources of information.

CC.3.5.6-8.I.Compare and contrast the information gainedfrom experiments, simulations, video, ormultimedia sources with that gained fromreading a text on the same topic.

CC.3.5.9-10.I.Compare and contrast findings presented in atext to those from other sources (includingtheir own experiments), noting when thefindings support or contradict previousexplanations or accounts.

CC.3.5.11-12.I.Synthesize information from a range ofsources (e.g., texts, experiments, simulations)into a coherent understanding of a process,phenomenon, or concept, resolving conflictinginformation when possible.

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3.5 Reading Informational TextStudents read, understand, and respond to informational text—with emphasis on comprehension, making connections among ideas andbetween texts with focus on textual evidence.

GRADE 6-8 GRADE 9-10 GRADE 11-12

Ran

gean

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ofC

ompl

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xts CC.3.5.6-8.J.

By the end of grade 8, read and comprehendscience/technical texts in the grades 6-8 textcomplexity band independently andproficiently.

CC.3.5.9-10.J.By the end of grade 10, read and comprehendscience/technical texts in the grades 9-10 textcomplexity band independently andproficiently.

CC.3.5.11-12.J.By the end of grade 12, read and comprehendscience/technical texts in the grades 11-12 textcomplexity band independently andproficiently.

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3.6. Technology Education

3.6.4. GRADE 4 3.6.7. GRADE 7 3.6.10. GRADE 10 3.6.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

A. Know that biotechnologies relateto propagating, growing,maintaining, adapting, treatingand converting.• Identify agricultural and

industrial productionprocesses that involve plantsand animals.

• Identify waste managementtreatment processes.

• Describe how knowledge ofthe human body influencesor impacts ergonomicdesign.

• Describe how biotechnologyhas impacted variousaspects of daily life (e.g.,health care, agriculture,waste treatment).

A. Explain biotechnologies thatrelate to related technologiesof propagating, growing,maintaining, adapting, treatingand converting.• Identify the environmental,

societal and economicimpacts that waste has inthe environment.

• Identify and explain theimpact that a specificmedical advancement hashad on society.

• Explain the factors thatwere taken intoconsideration when aspecific object wasdesigned.

• Define and describe howfuels and energy can begenerated through theprocess of biomassconversion.

• Identify and group basicplant and animal productionprocesses.

A. Apply biotechnologies that relateto propagating, growing,maintaining, adapting, treatingand converting.• Apply knowledge of plant

and animal productionprocesses in designing animprovement to existingprocesses.

• Apply knowledge ofbiomedical technologyapplications in designing asolution to a simple medicalproblem (e.g., wheel chairdesign, artificial arteries).

• Apply knowledge of howbiomedical technologyaffects waste products indesigning a solution thatwill result in reduced waste.

• Apply ergonomicengineering factors whendevising a solution to aspecific problem.

• Describe various methods ofbiochemical conversion.

A. Analyze biotechnologies thatrelate to propagating, growing,maintaining, adapting, treatingand converting.• Analyze and solve a

complex production processproblem usingbiotechnologies (e.g.,hydroponics, fish farming,crop propagation).

• Analyze specific exampleswhere engineering hasimpacted society inprotection, personal healthapplication or physicalenhancement.

• Appraise and evaluate thecause and effect andsubsequent environmental,economic and societalimpacts that result frombiomass and biochemicalconversion.

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3.6. Technology Education

3.6.4. GRADE 4 3.6.7. GRADE 7 3.6.10. GRADE 10 3.6.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

• Explain the impact thatagricultural science has had onbiotechnology.

• Describe specific examplesthat reflect the impact thatagricultural science has had onbiotechnology.

• Evaluate and applybiotechnical processes tocomplex plant and animalproduction methods.

• Apply knowledge ofbiochemical-relatedtechnologies to proposealternatives to hazardous wastetreatment.

• Apply knowledge ofagricultural science to solve orimprove a biochemical relatedproblem.

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3.6.4. GRADE 4 3.6.7. GRADE 7 3.6.10. GRADE 10 3.6.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

B. Know that informationtechnologies involve encoding,transmitting, receiving, storing,retrieving and decoding.• Identify electronic

communication methods thatexist in the community(e.g., digital cameras,telephone, internet,television, fiber optics).

• Identify graphicreproduction methods.

• Describe appropriate imagegenerating techniques (e.g.,photography, video).

• Demonstrate the ability tocommunicate an idea byapplying basic sketchingand drawing techniques.

B. Explain information technologiesof encoding, transmitting,receiving, storing, retrievingand decoding.• Demonstrate the

effectiveness of imagegenerating technique tocommunicate a story (e.g.,photography, video).

• Analyze and evaluate theeffectiveness of a graphicobject designed andproduced to communicate athought or concept.

• Apply basic technicaldrawing techniques tocommunicate an idea orsolution to a problem.

• Apply the appropriatemethod of communicationstechnology to communicatea thought.

B. Apply knowledge of informationtechnologies of encoding,transmitting, receiving, storing,retrieving and decoding.• Describe the proper use of

graphic and electroniccommunication systems.

• Apply a variety of advancedmechanical and electronicdrafting methods tocommunicate a solution to aspecific problem.

• Apply and analyze advancedcommunication techniquesto produce an image thateffectively conveys amessage (e.g., desktoppublishing, audio and/orvideo production).

• Illustrate an understandingof a computer networksystem by modeling,constructing or assemblingits components.

B. Analyze knowledge ofinformation technologies ofprocesses encoding,transmitting, receiving, storing,retrieving and decoding.• Apply and analyze advanced

information techniques toproduce a complex imagethat effectively conveys amessage (e.g., desktoppublishing, audio and/orvideo production).

• Analyze and evaluate amessage designed andproduced using still, motionand animatedcommunication techniques.

• Describe the operation offiber optic, microwave andsatellite informationalsystems.

• Apply various graphic andelectronic informationtechniques to solve realworld problems (e.g., dataorganization and analysis,forecasting, interpolation).

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3.6. Technology Education

3.6.4. GRADE 4 3.6.7. GRADE 7 3.6.10. GRADE 10 3.6.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

C. Know physical technologies ofstructural design, analysis andengineering, finance,production, marketing,research and design.• Identify and group a variety

of construction tasks.• Identify the major

construction systems presentin a specific local building.

• Identify specificconstruction systems thatdepend on each other inorder to complete a project.

• Know skills used inconstruction.

• Identify examples ofmanufactured goods presentin the home and school.

• Identify basic resourcesneeded to produce amanufactured item.

• Identify basic componentoperations in a specificmanufacturing enterprise(e.g., cutting, shaping,attaching).

C. Explain physical technologies ofstructural design, analysis andengineering, personnelrelations, financial affairs,structural production,marketing, research anddesign.• Use knowledge of material

effectiveness to solvespecific constructionproblems (e.g., steel vs.wood bridges).

• Differentiate among thedifferent types ofconstruction applications(e.g., microwave tower,power plants, aircrafts).

• Explain basic materialprocesses that manufacturedobjects undergo duringproduction (e.g., separating,forming, combining).

• Evaluate a constructionactivity by specifying taskanalyses and necessaryresources.

C. Apply physical technologies tostructural design, analysis andengineering, personnelrelations, financial affairs,structural production,marketing, research and designto real world problems.• Describe and classify

common construction bytheir characteristics andcomposition.

• Compare and contrastspecific constructionsystems that depend on eachother in order to complete aproject.

• Evaluate material failurecommon to specificapplications.

• Demonstrate knowledge ofvarious construction systemsby building or interpretingmodels.

• Select and apply thenecessary resources tosuccessfully conduct amanufacturing enterprise.

C. Analyze physical technologies ofstructural design, analysis andengineering, personnelrelations, financial affairs,structural production,marketing, research and designto real world problems.• Apply knowledge of

construction technology bydesigning, planning andapplying all the necessaryresources to successfullysolve a constructionproblem.

• Compare resource optionsin solving a specificmanufacturing problem.

• Analyze and apply complexskills needed to processmaterials in complexmanufacturing enterprises.

• Apply advanced informationcollection andcommunication techniquesto successfully conveysolutions to specificconstruction problems.

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3.6. Technology Education

3.6.4. GRADE 4 3.6.7. GRADE 7 3.6.10. GRADE 10 3.6.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledgeand skills needed to. . .

• Identify waste and pollutionresulting from a manufacturingenterprise.• Explain and demonstrate theconcept of manufacturing (e.g.,assemble a set of papers or ball pointpens sequentially, mass produce anobject).• Identify transportation technologiesof propelling, structuring,suspending, guiding, controlling andsupporting.• Identify and experiment withsimple machines used intransportation systems.• Explain how improvedtransportation systems have changedsociety.

• Explain the relationships amongthe basic resources needed in theproduction process for a specificmanufactured object.• Explain the difference betweendesign engineering and productionengineering processes.• Analyze manufacturing steps thataffect waste and pollutants.• Explain transportation technologiesof propelling, structuring, suspending,guiding, controlling and supporting.• Identify and explain the workingsof several mechanical power systems.• Model and explain examples ofvehicular propulsion, control,guidance, structure and suspensionsystems.• Explain the limitations of land,marine, air and space transportationsystems.

• Apply concepts of designengineering and productionengineering in the organization andapplication of a manufacturingactivity.• Apply the concepts ofmanufacturing by redesigning anenterprise to improve productivity orreduce or eliminate waste and/orpollution.• Evaluate the interrelationship ofvarious transportation systems in thecommunity.• Analyze the impacts thattransportation systems have on acommunity.

• Assess the importance of capital onspecific construction applications.• Analyze the positive and negativequalities of several different types ofmaterials as they would relate tospecific construction applications.• Analyze transportation technologiesof propelling, structuring, suspending,guiding, controlling and supporting.• Analyze the concepts of vehicularpropulsion, guidance, control,suspension and structural systemswhile designing and producingspecific complex transportationsystems.

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Pennsylvania

Core

Standardsfor

Writing

inScience

andTechnology

Grades

6-12

INT

RO

DU

CT

ION

These

standardsdescribe

what

studentsin

thesocial

studiesclassroom

shouldknow

andbe

ableto

dow

iththe

English

languagein

writing,grade

6through

12.T

hestandards

providethe

targetsfor

instructionand

studentlearning

essentialfor

successin

allacadem

icareas,

notjust

languagearts

classrooms.

Although

thestandards

arenot

acurriculum

ora

prescribedseries

ofactivities,

schoolentities

will

usethem

todevelop

alocal

schoolcurriculum

thatw

illm

eetlocal

students’needs.

The

standardsbelow

beginat

grade6;

standardsfor

K-5

readingin

history/social

studies,science,

andtechnical

subjectsare

integratedinto

theK

-5W

ritingstandards.

The

English

Language

Arts

Standardsfor

History

andSocial

Studiesalso

pro-vide

parentsand

comm

unitym

embers

with

information

aboutw

hatstudents

shouldknow

andbe

ableto

doas

theyprogress

throughthe

educationalprogram

andat

graduation.W

itha

clearlydefined

targetprovided

bythe

standards,par-

ents,students,

educatorsand

comm

unitym

embers

become

partnersin

learning.E

achstandard

implies

anend

ofyear

goal—w

iththe

understandingthat

exceed-ing

thestandard

isan

evenm

oredesirable

endgoal.

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3.6 WritingStudents write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective andappropriate content.

GRADES 6-8 GRADES 9-10 GRADES 11-12

Text

Typ

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CC.3.6.6-8.A.Write arguments focused on discipline-specificcontent.• Introduce claim(s) about a topic or issue,

acknowledge and distinguish the claim(s) fromalternate or opposing claims, and organize thereasons and evidence logically.

• Support claim(s) with logical reasoning andrelevant, accurate data and evidence thatdemonstrate an understanding of the topic ortext, using credible sources.

• Use words, phrases, and clauses to createcohesion and clarify the relationships amongclaim(s), counterclaims, reasons, and evidence.

• Establish and maintain a formal style.• Provide a concluding statement or section that

follows from and supports the argumentpresented.

CC.3.6.9-10.A.Write arguments focused on discipline-specificcontent.• Introduce precise claim(s), distinguish the

claim(s) from alternate or opposing claims,and create an organization that establishesclear relationships among the claim(s),counterclaims, reasons, and evidence.

• Develop claim(s) and counterclaims fairly,supplying data and evidence for each whilepointing out the strengths and limitations ofboth claim(s) and counterclaims in adiscipline-appropriate form and in a mannerthat anticipates the audience’s knowledgelevel and concerns.

• Use words, phrases, and clauses to link themajor sections of the text, create cohesion,and clarify the relationships between claim(s)and reasons, between reasons and evidence,and between claim(s) and counterclaims.

• Establish and maintain a formal style andobjective tone while attending to the normsand conventions of the discipline in whichthey are writing.

• Provide a concluding statement or section thatfollows from or supports the argumentpresented.

CC.3.6.11-12.A.Write arguments focused on discipline-specificcontent.• Introduce precise, knowledgeable claim(s),

establish the significance of the claim(s),distinguish the claim(s) from alternate oropposing claims, and create an organizationthat logically sequences the claim(s),counterclaims, reasons, and evidence.

• Develop claim(s) and counterclaims fairly andthoroughly, supplying the most relevant dataand evidence for each while pointing out thestrengths and limitations of both claim(s) andcounterclaims in a discipline-appropriate formthat anticipates the audience’s knowledgelevel, concerns, values, and possible biases.

• Use words, phrases, and clauses as well asvaried syntax to link the major sections of thetext, create cohesion, and clarify therelationships between claim(s) and reasons,between reasons and evidence, and betweenclaim(s) and counterclaims.

• Establish and maintain a formal style andobjective tone while attending to the normsand conventions of the discipline in whichthey are writing.

• Provide a concluding statement or section thatfollows from or supports the argumentpresented.

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3.6 WritingStudents write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective andappropriate content.

GRADES 6-8 GRADES 9-10 GRADES 11-12

CC.3.6.6-8.B. *Write informative/explanatory texts, includingthe narration of historical events, scientificprocedures/ experiments, or technical processes.• Introduce a topic clearly, previewing what is

to follow; organize ideas, concepts, andinformation into broader categories asappropriate to achieving purpose; includeformatting (e.g., headings), graphics (e.g.,charts, tables), and multimedia when useful toaiding comprehension.

• Develop the topic with relevant, well-chosenfacts, definitions, concrete details, quotations,or other information and examples.

• Use appropriate and varied transitions tocreate cohesion and clarify the relationshipsamong ideas and concepts.

• Use precise language and domain-specificvocabulary to inform about or explain thetopic.

• Establish and maintain a formal style andobjective tone.

• Provide a concluding statement or section thatfollows from and supports the information orexplanation presented.

CC.3.6.9-10.B. *Write informative/explanatory texts, includingthe narration of historical events, scientificprocedures/ experiments, or technical processes.• Introduce a topic and organize ideas, concepts,

and information to make importantconnections and distinctions; includeformatting (e.g., headings), graphics (e.g.,figures, tables), and multimedia when usefulto aiding comprehension.

• Develop the topic with well-chosen, relevant,and sufficient facts, extended definitions,concrete details, quotations, or otherinformation and examples appropriate to theaudience’s knowledge of the topic.

• Use varied transitions and sentence structuresto link the major sections of the text, createcohesion, and clarify the relationships amongideas and concepts.

• Use precise language and domain-specificvocabulary to manage the complexity of thetopic and convey a style appropriate to thediscipline and context as well as to theexpertise of likely readers.

• Establish and maintain a formal style andobjective tone while attending to the normsand conventions of the discipline in whichthey are writing.

• Provide a concluding statement or section thatfollows from and supports the information orexplanation presented (e.g., articulatingimplications or the significance of the topic).

CC.3.6.11-12.B. *Write informative/explanatory texts, includingthe narration of historical events, scientificprocedures/ experiments, or technical processes.• Introduce a topic and organize complex ideas,

concepts, and information so that each newelement builds on that which precedes it tocreate a unified whole; include formatting(e.g., headings), graphics (e.g., figures, tables),and multimedia when useful to aidingcomprehension.

• Develop the topic thoroughly by selecting themost significant and relevant facts, extendeddefinitions, concrete details, quotations, orother information and examples appropriate tothe audience’s knowledge of the topic.

• Use varied transitions and sentence structuresto link the major sections of the text, createcohesion, and clarify the relationships amongcomplex ideas and concepts.

• Use precise language, domain-specificvocabulary and techniques such as metaphor,simile, and analogy to manage the complexityof the topic; convey a knowledgeable stancein a style that responds to the discipline andcontext as well as to the expertise of likelyreaders.

• Provide a concluding statement or section thatfollows from and supports the information orexplanation provided (e.g., articulatingimplications or the significance of the topic).

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3.6 WritingStudents write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective andappropriate content.

GRADES 6-8 GRADES 9-10 GRADES 11-12

Pro

duct

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and

Dis

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Wri

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CC.3.6.6-8.C.Produce clear and coherent writing in which thedevelopment, organization, and style areappropriate to task, purpose, and audience.

CC.3.6.9-10.C.Produce clear and coherent writing in which thedevelopment, organization, and style areappropriate to task, purpose, and audience.

CC.3.6.11-12.C.Produce clear and coherent writing in which thedevelopment, organization, and style areappropriate to task, purpose, and audience.

CC.3.6.6-8.D.With some guidance and support from peers andadults, develop and strengthen writing as neededby planning, revising, editing, rewriting, ortrying a new approach, focusing on how wellpurpose and audience have been addressed.

CC.3.6.9-10.D.Develop and strengthen writing as needed byplanning, revising, editing, rewriting, or trying anew approach, focusing on addressing what ismost significant for a specific purpose andaudience.

CC.3.6.11-12.D.Develop and strengthen writing as needed byplanning, revising, editing, rewriting, or trying anew approach, focusing on addressing what ismost significant for a specific purpose andaudience.

CC.3.6.6-8.E.Use technology, including the Internet, toproduce and publish writing and present therelationships between information and ideasclearly and efficiently.

CC.3.6.9-10.E.Use technology, including the Internet, toproduce, publish, and update individual orshared writing products, taking advantage oftechnology’s capacity to link to otherinformation and to display information flexiblyand dynamically.

CC.3.6.11-12.E.Use technology, including the Internet, toproduce, publish, and update individual orshared writing products in response to ongoingfeedback, including new arguments orinformation.

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3.6 WritingStudents write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective andappropriate content.

GRADES 6-8 GRADES 9-10 GRADES 11-12

Res

earc

hto

Bui

ldan

dP

rese

ntK

now

ledg

e

CC.3.6.6-8.F.Conduct short research projects to answer aquestion (including a self-generated question),drawing on several sources and generatingadditional related, focused questions that allowfor multiple avenues of exploration.

CC.3.6.9-10.F.Conduct short as well as more sustainedresearch projects to answer a question(including a self-generated question) or solvea problem; narrow or broaden the inquirywhen appropriate; synthesize multiple sourceson the subject, demonstrating understandingof the subject under investigation.

CC.3.6.11-12.F.Conduct short as well as more sustainedresearch projects to answer a question(including a self-generated question) or solve aproblem; narrow or broaden the inquiry whenappropriate; synthesize multiple sources on thesubject, demonstrating understanding of thesubject under investigation.

CC.3.6.6-8.G.Gather relevant information from multipleprint and digital sources, using search termseffectively; assess the credibility and accuracyof each source; and quote or paraphrase thedata and conclusions of others while avoidingplagiarism and following a standard format forcitation.

CC.3.6.9-10.G.Gather relevant information from multipleauthoritative print and digital sources, usingadvanced searches effectively; assess theusefulness of each source in answering theresearch question; integrate information intothe text selectively to maintain the flow ofideas, avoiding plagiarism and following astandard format for citation.

CC.3.6.11-12.G.Gather relevant information from multipleauthoritative print and digital sources, usingadvanced searches effectively; assess thestrengths and limitations of each source interms of the specific task, purpose, andaudience; integrate information into the textselectively to maintain the flow of ideas,avoiding plagiarism and overreliance on anyone source and following a standard format forcitation.

CC.3.6.6-8.H.Draw evidence from informational texts tosupport analysis, reflection, and research.

CC.3.6.9-10.H.Draw evidence from informational texts tosupport analysis, reflection, and research.

CC.3.6.11-12.H.Draw evidence from informational texts tosupport analysis, reflection, and research.

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3.6 WritingStudents write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective andappropriate content.

GRADES 6-8 GRADES 9-10 GRADES 11-12

Ran

geof

Wri

ting CC.3.6.6-8.J.I.

Write routinely over extended time frames (timefor reflection and revision) and shorter timeframes (a single sitting or a day or two) for arange of discipline-specific tasks, purposes, andaudiences.

CC.3.6.9-10.I.Write routinely over extended time frames (timefor reflection and revision) and shorter timeframes (a single sitting or a day or two) for arange of discipline-specific tasks, purposes, andaudiences.

CC.3.6.11-12.I.Write routinely over extended time frames (timefor reflection and revision) and shorter timeframes (a single sitting or a day or two) for arange of discipline-specific tasks, purposes, andaudiences.

* Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate nar-rative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be ableto incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical sub-jects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigationsor technical work that others can replicate them and (possibly) reach the same results.

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3.7. Technological Devices

3.7.4. GRADE 4 3.7.7. GRADE 7 3.7.10. GRADE 10 3.7.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

A. Explore the use of basic tools,simple materials andtechniques to safely solveproblems.• Describe the scientific

principles on which varioustools are based.

• Group tools and machinesby their function.

• Select and safely applyappropriate tools andmaterials to solve simpleproblems.

A. Describe the safe andappropriate use of tools,materials and techniques toanswer questions and solveproblems.• Identify uses of tools,

machines, materials,information, people, money,energy and time that meetspecific design criteria.

• Describe safe procedures forusing tools and materials.

• Assess materials forappropriateness of use.

A. Identify and safely use a varietyof tools, basic machines,materials and techniques tosolve problems and answerquestions.• Select and safely apply

appropriate tools, materialsand processes necessary tosolve complex problems.

• Apply advanced tool andequipment manipulationtechniques to solveproblems.

A. Apply advanced tools, materialsand techniques to answercomplex questions.• Demonstrate the safe use of

complex tools and machineswithin their specifications.

• Select and safely applyappropriate tools, materialsand processes necessary tosolve complex problemsthat could result in morethan one solution.

• Evaluate and usetechnological resources tosolve complex multi-stepproblems.

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3.7. Technological Devices

3.7.4. GRADE 4 3.7.7. GRADE 7 3.7.10. GRADE 10 3.7.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

B. Select appropriate instruments tostudy materials.• Develop simple skills to

measure, record, cut andfasten.

• Explain appropriateinstrument selection forspecific tasks.

B. Use appropriate instruments andapparatus to study materials.• Select appropriate

instruments to measure thesize, weight, shape andtemperature of living andnon-living objects.

• Apply knowledge ofdifferent measurementsystems to measure andrecord objects’ properties.

B. Apply appropriate instrumentsand apparatus to examine avariety of objects andprocesses.• Describe and use

appropriate instruments togather and analyze data.

• Compare and contrastdifferent scientificmeasurement systems; selectthe best measurementsystem for a specificsituation.

• Explain the need to estimatemeasurements within errorof various instruments.

• Apply accuratemeasurement knowledge tosolve everyday problems.

• Describe and demonstratethe operation and use ofadvanced instrumentation inevaluating material andchemical properties (e.g.,scanning electronmicroscope, nuclearmagnetic resonancemachines).

B. Evaluate appropriate instrumentsand apparatus to accuratelymeasure materials andprocesses.• Apply and evaluate the use

of appropriate instrumentsto accurately measurescientific and technologicphenomena within the errorlimits of the equipment.

• Evaluate the appropriate useof different measurementscales (macro and micro).

• Evaluate the utility andadvantages of a variety ofabsolute and relativemeasurement scales for theirappropriate application.

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Computer literacy, including the use of hardware and software in standard statements C, D, and E, should be integrated across all contentareas.

C. Identify basic computeroperations and concepts.• Identify the major parts

necessary for a computer toinput and output data.

• Explain and demonstrate thebasic use of input andoutput devices (e.g.,keyboard, monitor, printer,mouse).

• Explain and demonstrate theuse of external and internalstorage devices (e.g., diskdrive, CD drive).

C. Explain and demonstrate basiccomputer operations andconcepts.• Know specialized computer

applications used in thecommunity.

• Describe the function ofadvanced input and outputdevices (e.g., scanners,video images, plotters,projectors) and demonstratetheir use.

• Demonstrate age appropriatekeyboarding skills andtechniques.

C. Apply basic computer operationsand concepts.• Identify solutions to basic

hardware and softwareproblems.

• Apply knowledge ofadvanced input devices.

• Apply knowledge ofhardware setup.

• Describe the process forbasic software installationand demonstrate it.

• Analyze and solve basicoperating systems problems.

• Apply touch keyboardingskills and techniques atexpectable speed andaccuracy.

• Demonstrate the ability toperform basic softwareinstallation.

C. Evaluate computer operationsand concepts as to theireffectiveness to solve specificproblems.• Describe and demonstrate

atypical softwareinstallation.

• Analyze and solve hardwareand advanced softwareproblems.

• Assess and apply multipleinput and output devices tosolve specific problems.

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3.7.4. GRADE 4 3.7.7. GRADE 7 3.7.10. GRADE 10 3.7.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

D. Use basic computer software.• Apply operating system

skills to perform basiccomputer tasks.

• Apply basic wordprocessing skills.

• Identify and use simplegraphic and presentationgraphic materials generatedby the computer.

• Apply specific instructionalsoftware.

D. Apply computer software tosolve specific problems.• Identify software designed

to meet specific needs (e.g.,Computer Aided Drafting,design software, tutorial,financial, presentationsoftware).

• Identify and solve basicsoftware problems relevantto specific softwareapplications.

• Identify basic multimediaapplications.

• Demonstrate a basicknowledge of desktoppublishing applications.

• Apply intermediate skills inutilizing word processing,database and spreadsheetsoftware.

• Apply basic graphicmanipulation techniques.

D. Utilize computer software tosolve specific problems.• Identify legal restrictions in

the use of software and theoutput of data.

• Apply advanced graphicmanipulation and desktoppublishing techniques.

• Apply basic multi-media applications.

• Apply advanced wordprocessing, database andspreadsheet skills.

• Describe and demonstratehow two or more softwareapplications can be used toproduce an output.

• Select and apply softwaredesigned to meet specificneeds.

D. Evaluate the effectiveness ofcomputer software to solvespecific problems.• Evaluate the effectiveness of

software to produce anoutput and demonstrate theprocess.

• Design and apply advancedmultimedia techniques.

• Analyze, select and applythe appropriate software tosolve complex problems.

• Evaluate the effectiveness ofthe computer as apresentation tool.

• Analyze the legalresponsibilities of computerusers.

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E. Identify basic computercommunications systems.• Apply a web browser.• Apply basic electronic mail

functions.• Use on-line searches to

answer age appropriatequestions.

E. Explain basic computercommunications systems.• Describe the organization

and functions of the basicparts that make up theWorld Wide Web.

• Apply advanced electronicmail functions.

• Apply basic on-line researchtechniques to solve aspecific problem.

E. Apply basic computercommunications systems.• Identify and explain various

types of on-line services.• Identify and explain the

function of the parts of abasic network.

• Describe and apply thecomponents of a web pageand their function.

• Explain and demonstratefile transfer within and outside of a computer network.

• Identify, describe andcomplete advanced on-lineresearch.

E. Assess the effectiveness ofcomputer communicationssystems.• Assess the effectiveness of

a computer basedcommunications system.

• Transfer files amongdifferent computerplatforms.

• Analyze the effectiveness ofon-line informationresources to meet the needsfor collaboration, research,publications,communications andproductivity.

• Apply knowledge ofprotocol standards to solveconnectivity problems.

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3.8. Science, Technology and Human Endeavors

3.8.4. GRADE 4 3.8.7. GRADE 7 3.8.10. GRADE 10 3.8.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

A. Know that people select, createand use science andtechnology and that they arelimited by social and physicalrestraints.• Identify and describe

positive and negativeimpacts that influence orresult from new tools andtechniques.

• Identify how physicaltechnology (e.g.,construction, manufacturing,transportation),informational technologyand biotechnology are usedto meet human needs.

• Describe how scientificdiscoveries andtechnological advancementsare related.

• Identify interrelationshipsamong technology, peopleand their world.

• Apply the technologicaldesign process to solve asimple problem.

A. Explain how sciences andtechnologies are limited intheir effects and influences onsociety.• Identify and describe the

unavoidable constraints oftechnological design.

• Identify changes in societyas a result of atechnological development.

• Identify and explainimprovements intransportation, health,sanitation andcommunications as a resultof advancements in scienceand technology and howthey effect our lives.

A. Analyze the relationship betweensocietal demands and scientificand technological enterprises.• Identify past and current

tradeoffs between increasedproduction, environmentalharm and social values (e.g.,increased energy needs,power plants, automobiles).

• Compare technologies thatare applied and accepteddifferently in variouscultures (e.g., factoryfarming, nuclear power).

• Describe and evaluate socialchange as a result oftechnological developments.

• Assess the social impacts ofa specific internationalenvironmental problem bydesigning a solution thatapplies the appropriatetechnologies and resources.

A. Synthesize and evaluate theinteractions and constraints ofscience and technology onsociety.• Compare and contrast how

scientific and technologicalknowledge is both sharedand protected.

• Evaluate technologicaldevelopments that havechanged the way humans dowork and discuss theirimpacts (e.g., geneticallyengineered crops).

• Evaluate socially proposedlimitations of scientificresearch and technologicalapplication.

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B. Know how human ingenuity andtechnological resources satisfyspecific human needs andimprove the quality of life.• Identify and distinguish

between human needs andimproving the quality oflife.

• Identify and distinguishbetween natural and human-made resources.

• Describe a technologicalinvention and the resourcesthat were used to develop it.

B. Explain how human ingenuityand technological resourcessatisfy specific human needsand improve the quality oflife.• Identify interrelationships

between systems andresources.

• Identify and describe theresources necessary to solvea selected problem in acommunity and improve thequality of life.

• Identify and explain specificexamples of howagricultural science has methuman needs and hasimproved the quality of life.

B. Analyze how human ingenuityand technological resourcessatisfy specific human needsand improve the quality oflife.• Identify several problems

and opportunities that existin your community, applyvarious problem-solvingmethods to design andevaluate possible solutions.

• Analyze a recently inventeditem, describing the humanneed that prompted itsinvention and the currentand potential social impactsof the specific invention.

• Apply knowledge ofoceanography, meteorology,geology and humananatomy to explainimportant considerationsthat need to be made forconstruction of homes,buildings and businesses inthe United States.

B. Apply the use of ingenuity andtechnological resources tosolve specific societal needsand improve the quality oflife.• Apply appropriate tools,

materials and processes tosolve complex problems.

• Use knowledge of humanabilities to design or modifytechnologies that extend andenhance human abilities.

• Apply appropriate tools,materials and processes tophysical, informational orbiotechnological systems toidentify and recommendsolutions to internationalproblems.

• Apply knowledge ofagricultural science todevelop a solution that willimprove on a human needor want.

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3.8.4. GRADE 4 3.8.7. GRADE 7 3.8.10. GRADE 10 3.8.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

• Assess the impacts thatagricultural science has had onmeeting human needs andimproving the qualify of life.

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C. Know the pros and cons ofpossible solutions to scientificand technological problems insociety.• Compare the positive and

negative expected andunexpected impacts oftechnological change.

• Identify and discussexamples of technologicalchange in the communitythat have both positive andnegative impacts.

C. Identify the pros and cons ofapplying technological andscientific solutions to addressproblems and the effect uponsociety.• Describe the positive and

negative expected andunexpected effects ofspecific technologicaldevelopments.

• Describe ways technologyextends and enhanceshuman abilities.

C. Evaluate possibilities,consequences and impacts ofscientific and technologicalsolutions.• Relate scientific and

technological advancementsin terms of cause and effect.

• Describe and evaluate theimpacts that financialconsiderations have had onspecific scientific andtechnological applications.

• Compare and contrastpotential solutions totechnological, social,economic andenvironmental problems.

• Analyze the impacts onsociety of accepting orrejecting scientific andtechnological advances.

C. Evaluate the consequences andimpacts of scientific andtechnological solutions.• Propose solutions to specific

scientific and technologicalapplications, identifyingpossible financialconsiderations.

• Analyze scientific andtechnological solutionsthrough the use of risk/benefit analysis.

• Analyze and communicatethe positive or negativeimpacts that a recenttechnological invention hadon society.

• Evaluate and describepotential impacts fromemerging technologies andthe consequences of notkeeping abreast oftechnological advancements(e.g., assessmentalternatives, risks, benefits,costs, economic impacts,constraints).

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IX.

GL

OSSA

RY

Allele:

Any

ofa

setof

possibleform

sof

agene.

Biochem

icalconversion:

The

changingof

organicm

atterinto

otherchem

icalform

s.

Biom

assconversion:

The

changingof

organicm

atterthat

hasbeen

producedby

photosynthesisinto

usefulliquid,

gasor

fuel.

Biom

edicaltechnology:

The

applicationof

healthcare

theoriesto

developm

ethods,products

andtools

tom

aintainor

improve

homeostasis.

Biom

es:A

comm

unityof

livingorganism

sof

asingle

major

ecologicalregion.

Biotechnology:

The

ways

thathum

ansapply

biologicalconcepts

toproduce

productsand

provideservices.

Carbon

chemistry:

The

scienceof

thecom

position,structure,

propertiesand

reactionsof

carbonbased

matter,

especiallyof

atomic

andm

olecularsystem

s;som

etimes

referredto

asorganic

chemistry.

Constructiontechnology:

The

ways

thathum

ansbuild

structureson

sites.

Desalinization:

Torem

ovesalts

andother

chemicals

fromsea

orsaline

water.

Dichotom

ous:D

ividedor

dividinginto

two

partsor

classifications.

Electroniccom

munication:

Systemfor

thetransm

issionof

information

usingelectronic

technology(e.g.,

digitalcam

eras,cellular

telephones,Internet,

television,fiber

optics).

Em

bryology:T

hebranch

ofbiology

dealingw

iththe

development

ofliving

thingsfrom

fertilizedegg

toits

developedstate.

Engineering:

The

applicationof

scientific,physical,

mechanical

andm

athematical

principlesto

designprocesses,

productsand

structuresthat

improve

thequality

oflife.

Enzym

e:A

proteinthat

increasesthe

rateof

achem

icalreaction

without

beingchanged

bythe

reaction;an

organiccatalyst.

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Ergonom

ical:O

for

relatingto

thedesign

ofequipm

entor

devicesto

fitthe

human

body’scontrol,

position,m

ovement

andenvironm

ent.

Evolution:

Aprocess

ofchange

thatexplains

why

what

we

seetoday

isdifferent

fromw

hatexisted

inthe

past;it

includeschanges

inthe

galaxies,stars,

solarsystem

,earth

andlife

onearth.

Biological

evolutionis

achange

inhereditary

characteristicsof

groupsof

organisms

overthe

courseof

generations.

Fact:

Information

thathas

beenobjectively

verified.

Geologic

hazard:A

naturallyoccurring

orm

an-made

conditionor

phenomenon

thatpresents

arisk

oris

apotential

dangerto

lifeand

property(e.g.,

landslides,floods,

earthquakes,ground

subsidence,coastal

andbeach

erosion,faulting,

damleakage

andfailure,

mining

disasters,pollution

andw

astedisposal,

sinkholes).

Geologic

map:

Arepresentation

ofa

regionon

which

isrecorded

earthinform

ation(e.g.,

thedistribution,

natureand

agerelationships

ofrock

unitsand

theoccurrences

ofstructural

features,m

ineraldeposits

andfossil

localities).

Hydrology:

The

scientificstudy

ofthe

properties,distribution

andeffects

ofw

ateron

theearth’s

surface,in

thesoil

andunderlying

rocksand

inthe

atmosphere.

Hypothesis:

An

assertionsubject

toverification

orproof

asa

premise

fromw

hicha

conclusionis

drawn.

Information

technology:T

hetechnical

means

thathum

anscreate

tostore

andtransm

itinform

ation.

Inquiry:A

systematic

processfor

usingknow

ledgeand

skillsto

acquireand

applynew

knowledge.

Instructionaltechnology:

Any

mechanical

aid(including

computer

technology)used

toassist

inor

enhancethe

processof

teachingand

learning.

Law

:Sum

marizing

statement

ofobserved

experimental

factsthat

hasbeen

testedm

anytim

esand

isgenerally

acceptedas

true.

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Manufacturingtechnology:

The

ways

thathum

ansproduce

goodsand

products.

Mitosis:

The

sequentialdifferentiation

andsegregation

ofreplicated

chromosom

esin

acell’s

nucleusthat

precedescom

pletecell

division.

Model:

Adescription,

analogyor

arepresentation

ofsom

ethingthat

helpsus

understandit

better(e.g.,

aphysical

model,

aconceptual

model,

am

athematical

model).

Nova:

Avariable

starthat

suddenlyincreases

inbrightness

toseveral

times

itsnorm

alm

agnitudeand

returnsto

itsoriginal

appearancein

afew

weeks

toseveral

months

oryears.

Patterns:

Repeated

processesthat

areexhibited

ina

wide

varietyof

ways;

identifiablerecurrences

ofthe

element

and/orthe

form.

Physical

technology:T

hew

aysthat

humans

construct,m

anufactureand

transportproducts.

Radioactive

isotope:A

natom

thatgives

offnuclear

radiationand

hasthe

same

number

ofprotons

(atomic

number)

asanother

atombut

adifferent

number

ofneutrons.

Relationship

between

scienceand

technology:

Sciencebuilds

principlesor

theoriesw

hiletechnology

isthe

practicalapplication

ofthose

principlesor

theories.

Scale:R

elatesconcepts

andideas

toone

anotherby

some

measurem

ent(e.g.,

quantitative,num

eral,abstract,

ideological);provides

am

easureof

sizeand/or

incremental

change.

Science:Search

forunderstanding

thenatural

world

usinginquiry

andexperim

entation.

System:

Agroup

ofrelated

objectsthat

work

togetherto

achievea

desiredresult.

Open

Loop

system:

Agroup

ofrelated

objectsthat

donot

havefeedback

andcannot

modify

themselves.

Closed

Loop

system:

Agroup

ofrelated

objectsthat

havefeedback

andcan

modify

themselves.

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Subsystem:

Agroup

ofrelated

objectsthat

make

upa

largersystem

(e.g.,autom

obileshave

electricalsystem

s,fuel

systems).

Technologyeducation:

The

applicationof

tools,m

aterials,processes

andsystem

sto

solveproblem

sand

extendhum

ancapabilities.

Technologicaldesign

process:R

ecognizingthe

problem,

proposinga

solution,im

plementing

thesolution,

evaluatingthe

solutionand

comm

unicatingthe

problem,

designand

solution.

Theory:

Systematically

organizedknow

ledgeapplicable

ina

relativelyw

idevariety

ofcircum

stances;especially,

asystem

ofassum

ptions,accepted

principlesand

rulesof

proceduredevised

toanalyze,

predictor

otherwise

explainthe

natureor

behaviorof

aspecified

setof

phenomena.

Theory

ofevolution:

Atheory

thatthe

varioustypes

ofanim

alsand

plantshave

theirorigin

inother

preexistingtypes

andthat

thedistinguishable

differencesare

dueto

modification

insuccessive

generations.

Topographicm

ap:A

representationof

aregion

ona

sufficientscale

toshow

detail,selected

man-m

adeand

naturalfeatures

ofa

portionof

theland

surfaceincluding

itsrelief

andcertain

physicaland

culturalfeatures;

theportrayal

ofthe

position,relation,

size,shape

andelevation

ofthe

area.

Transportationsystem

s:A

groupof

relatedparts

thatfunction

togetherto

performa

major

taskin

anyform

oftransportation.

Transportationtechnology:

The

physicalw

ayshum

ansm

ovem

aterials,goods

andpeople.

Tool:A

nydevice

usedto

extendhum

ancapability

includingcom

puter-basedtools.

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Academ

icStandards

forE

nvironment

andE

cology

X.

TA

BL

EO

FC

ON

TE

NT

S

Introduction..................................................

XI.

TH

EA

CA

DE

MIC

STA

ND

AR

DS

Watersheds

andW

etlands.....................................

4.1.A

.C

yclesB

.R

oleof

Watersheds

C.

PhysicalFactors

D.

Characteristics

andFunctions

ofW

etlandsE

.Im

pactsof

Watersheds

andW

etlands

Renew

ableand

Nonrenew

ableR

esources........................

4.2.A

.U

sesB

.Availability

C.

Managem

entD

.Influential

Factors

Environm

entalH

ealth.........................................

4.3.A

.E

nvironmental

Health

IssuesB

.H

uman

Actions

C.

Biological

Diversity

Agriculture

andSociety

.......................................4.4.

A.

Society’sN

eedsB

.Agricultural

ScienceC

.Agricultural

Systems

D.

Technology

IntegratedP

estM

anagement

...................................4.5.

A.

Effects,

Benefits

andIm

pactsB

.H

ealthR

isksC

.M

anagement

Practices

Ecosystem

sand

theirInteractions

..............................4.6.

A.

Living

andN

onlivingC

omponents

B.

Cycles

C.

Change

overT

ime

Threatened,

Endangered

andE

xtinctSpecies

.....................4.7.

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A.

Diversity

B.A

daptationC

.M

anagement

Strategies

Hum

ansand

theE

nvironment

..................................4.8.

A.

SocietalN

eedsB

.Sustainability

C.

Hum

anIm

pactsD

.Supply

andD

emand

Environm

entalL

aws

andR

egulations............................4.9.

A.

Environm

entalL

aws

andtheir

Impact

Glossary

.....................................................X

II.

XI.

INT

RO

DU

CT

ION

This

documentincludes

Environm

entandE

cologystandards

thatdescribew

hatstudents

shouldknow

andbe

ableto

doin

theseareas:

•4.1.

Watersheds

andW

etlands•

4.2.R

enewable

andN

onrenewable

Resources

•4.3.

Environm

entalH

ealth•

4.4.A

gricultureand

Society•

4.5.Integrated

PestM

anagement

•4.6.

Ecosystem

sand

theirInteractions

•4.7.

Threatened,

Endangered

andE

xtinctSpecies

•4.8.

Hum

ansand

theE

nvironment

•4.9.

Environm

entalL

aws

andR

egulationsT

heD

eclarationof

Rights,A

rticlel

ofthe

PennsylvaniaC

onstitutionstates

inSection

27:‘‘T

hepeople

havea

rightto

cleanair,

purew

ater,and

tothe

preser-vation

ofthe

natural,scenic,

historicand

aestheticvalues

ofthe

environment.

Pennsylvania’spublic

naturalresources

arethe

comm

onproperty

ofall

people,including

generationsyet

tocom

e.A

strustee

ofthese

resources,the

Com

mon-

wealth

shallconserveand

maintain

themfor

thebenefitof

allthepeople.’’To

thisend

itis

ourresponsibility

todevelop

acitizenry

thatis

aware

ofand

concernedabout

thetotal

environment

andhas

theknow

ledgeand

skillsto

work

toward

solutionsto

currentproblem

sand

theprevention

ofnew

ones.E

nvironment

andE

cologyis

groundedin

thecom

plexityof

thew

orldw

elive

inand

ourim

pacton

itssustainability.

The

human

interactionsw

iththe

ecosys-tem

andthe

resultsof

human

decisionsare

them

aincom

ponentsof

thisacadem

icarea.E

nvironmentand

Ecology

examines

thew

orldw

ithrespectto

theeconom

ic,

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cultural,political

andsocial

structureas

well

asnatural

processesand

systems.

This

integrationacross

systems

isw

hatsets

thisacadem

icarea

apartfrom

alloth-

ers.Environm

entand

Ecology

placesits

main

emphasis

inthe

realw

orld.Itallow

sstudents

tounderstand,

througha

soundacadem

iccontent

base,how

theirevery-

daylives

evolvearound

theiruse

ofthe

naturalw

orldand

theresources

itpro-

vides.A

sw

em

oveinto

am

oretechnologically

drivensociety,

itis

crucialfor

everystudent

tobe

aware

ofhis/her

dependenceon

ahealthy

environment.

The

2lstcentury

will

demand

am

oresophisticated

citizencapable

ofm

akingsound

decisionsthat

will

impact

ournatural

systems

forever.T

hesestandards

establishthe

essentialelem

entsof

what

studentsshould

knowand

beable

todo

atthe

endof

gradesfour,seven,ten

andtw

elve.The

sequentialnature

ofthis

document

reflectsthe

needfor

rigorousacadem

iccontent

thatstu-

dentsw

illbe

expectedto

achieve.T

hestandards

will

helpstudents

understanddecision-m

akingprocesses,

theart

ofcom

promise

andproblem

solvingskills.

The

document

reinforcesall

areasacross

thegrade

levelsw

ithincreasing

degreesof

difficultyas

thestudents

mature

intellectually.E

nvironment

andE

cologyis

avery

engagingacadem

icarea

thatcaptivates

students’innate

interestsin

theirsurroundings

ofthe

naturaland

builtenviron-

ment.T

heskills

andknow

ledgethat

areaddressed

inthis

areaof

studyw

illserve

astools

forstudent

participationin

adem

ocraticw

orldof

constantlyevolving

issuesand

concerns.As

theyachieve

thesestandards,students

will

become

aware

ofthe

rolethey

playin

thecom

munity

inreaching

decisionsrelated

tothe

envi-ronm

ent.T

hestudy

ofE

nvironment

andE

cologyw

illallow

studentsto

beactive

partici-pants

andproblem

solversin

realissuesthataffectthem

,theirhom

es,schoolsand

comm

unities.A

glossaryis

includedto

assistthe

readerin

understandingterm

inologycon-

tainedin

thestandards.

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4.1. Watersheds and Wetlands

4.1.4. GRADE 4 4.1.7. GRADE 7 4.1.10. GRADE 10 4.1.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to:

A. Identify various types of waterenvironments.• Identify the lotic system

(e.g., creeks, rivers,streams).

• Identify the lentic system(e.g., ponds, lakes,swamps).

A. Explain the role of the watercycle within a watershed.• Explain the water cycle.• Explain the water cycle as it

relates to a watershed.

A. Describe changes that occurfrom a stream’s origin to itsfinal outflow.• Identify Pennsylvania’s

major watersheds and theirrelated river systems.

• Describe changes by tracinga specific river’s originback to its headwatersincluding its majortributaries.

A. Categorize stream order in awatershed.• Explain the concept of

stream order.• Identify the order of

watercourses within a majorriver’s watershed.

• Compare and contrast thephysical differences foundin the stream continuumfrom headwater to mouth.

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4.1. Watersheds and Wetlands

4.1.4. GRADE 4 4.1.7. GRADE 7 4.1.10. GRADE 10 4.1.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to:

B. Explain the differences betweenmoving and still water.• Explain why water moves

or does not move.• Identify types of

precipitation.

B. Understand the role of thewatershed.• Identify and explain what

determines the boundariesof a watershed.

• Explain how water enters awatershed.

• Explain factors that affectwater quality and flowthrough a watershed.

B. Explain the relationship amonglandforms, vegetation and theamount and speed of water.• Analyze a stream’s physical

characteristics.• Describe how topography

influences streams.• Explain the influence of

mountains on precipitation.• Explain how vegetation

affects storm water runoff.• Delineate the boundaries of

a watershed.• Describe factors that affect

the quality of groundwater.• Explain how the speed of

water and vegetation coverrelates to erosion.

B. Explain the relationships thatexist within watersheds in theUnited States.• Understand that various

ecosystems may becontained in a watershed.

• Examine and describe theecosystems contained withina specific watershed.

• Identify and describe themajor watersheds in theUnited States.

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4.1. Watersheds and Wetlands

4.1.4. GRADE 4 4.1.7. GRADE 7 4.1.10. GRADE 10 4.1.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to:

C. Identify living things found inwater environments.• Identify fish, insects and

amphibians that are foundin fresh water.

• Identify plants found infresh water.

C. Explain the effects of water onthe life of organisms in awatershed.• Explain how water is

necessary for all life.• Explain how the physical

components of aquaticsystems influence theorganisms that live there interms of size, shape andphysical adaptations.

• Describe the life cycle oforganisms that depend onwater.

• Identify organisms that haveaquatic stages of life anddescribe those stages.

C. Describe the physicalcharacteristics of a stream anddetermine the types oforganisms found in aquaticenvironments.• Describe and explain the

physical factors that affect astream and the organismsliving there.

• Identify terrestrial andaquatic organisms that livein a watershed.

• Categorize aquaticorganisms found in awatershed continuum fromheadwater to mouth (e.g.,shredder, predator,decomposer).

• Identify the types oforganisms that would live ina stream based on thestream’s physicalcharacteristics.

• Explain the habitat needs ofspecific aquatic organisms.

C. Analyze the parameters of awatershed.• Interpret physical, chemical

and biological data as ameans of assessing theenvironmental quality of awatershed.

• Apply appropriatetechniques in the analysis ofa watershed (e.g., waterquality, biological diversity,erosion, sedimentation).

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4.1. Watersheds and Wetlands

4.1.4. GRADE 4 4.1.7. GRADE 7 4.1.10. GRADE 10 4.1.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to:

D. Identify a wetland and the plantsand animals found there.• Identify different kinds of

wetlands.• Identify plants and animals

found in wetlands.• Explain wetlands as habitats

for plants and animals.

D. Explain and describecharacteristics of a wetland.• Identify specific

characteristics of wetlandplants and soils.

• Recognize the commontypes of plants and animals.

• Describe different types ofwetlands.

• Describe the differentfunctions of a wetland.

D. Describe the multiple functionsof wetlands.• Describe wetlands in terms

of their effects (e.g., habitat,flood, buffer zones,prevention areas, nurseries,food production areas).

• Explain how a wetlandinfluences water quality,wildlife and water retention.

• Analyze wetlands throughtheir indicators (e.g., soils,plants, hydrology).

D. Analyze the complex and diverseecosystems of wetlands.• Explain the functions of

habitat, nutrient production,migration stopover andgroundwater recharge as itrelates to wetlands.

• Explain the dynamics of awetland ecosystem.

• Describe and analyzedifferent types of wetlands.

E. Recognize the impact ofwatersheds and wetlands onanimals and plants.• Explain the role of

watersheds in everyday life.• Identify the role of

watersheds and wetlands forplants and animals.

E. Describe the impact ofwatersheds and wetlands onpeople.• Explain the impact of

watersheds and wetlands inflood control, wildlifehabitats and pollutionabatement.

• Explain the influence offlooding on wetlands.

E. Identify and describe natural andhuman events on watershedsand wetlands.• Describe how natural events

affect a watershed (e.g.,drought, floods).

• Identify the effects ofhumans and human eventson watersheds.

E. Evaluate the trade-offs, costs andbenefits of conservingwatersheds and wetlands.• Evaluate the effects of

natural events on watershedsand wetlands.

• Evaluate the effects ofhuman activities onwatersheds and wetlands.

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4.2. Renewable and Nonrenewable Resources

4.2.4. GRADE 4 4.2.7. GRADE 7 4.2.10. GRADE 10 4.2.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to:

A. Identify needs of people.• Identify plants, animals,

water, air, minerals andfossil fuels as naturalresources.

• Explain air, water andnutrient cycles.

• Identify how theenvironment provides forthe needs of people.

A. Know that raw materials comefrom natural resources.• Identify resources used to

provide humans withenergy, food, housing andwater.

• Explain how plants andanimals may be classified asnatural resources.

• Compare means of growingor acquiring food.

• Identify fiber and other rawmaterials used in clothingand shelter production.

• Identify types of mineralsand fossil fuels used byhumans.

A. Explain that renewable andnonrenewable resourcessupply energy and materials.• Identify alternative sources

of energy.• Identify and compare fuels

used in industrial andagricultural societies.

• Compare and contrast thecycles of various naturalresources.

• Explain food and fiber asrenewable resources.

A. Analyze the use of renewableand nonrenewable resources.• Explain the effects on the

environment andsustainability through theuse of nonrenewableresources.

• Evaluate the advantages anddisadvantages of reusing ournatural resources.

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4.2. Renewable and Nonrenewable Resources

4.2.4. GRADE 4 4.2.7. GRADE 7 4.2.10. GRADE 10 4.2.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to:

B. Identify products derived fromnatural resources.• Identify products made from

trees.• Identify by-products of

plants and animals.• Identify the sources of

manmade products (e.g.,plastics, metal, aluminum,fabrics, paper, cardboard).

B. Examine the renewability of theresources.• Identify renewable resources

and describe their uses.• Identify nonrenewable

resources and describe theiruses.

• Compare finished productsto their original rawmaterial.

• Identify the waste derivedfrom the use of renewableand nonrenewable resources.

• Determine how consumptionmay impact the availabilityof resources.

• Compare the time spans ofrenewability for fossil fuelsand alternative fuels.

B. Evaluate factors affectingavailability of naturalresources.• Describe natural occurrences

that may affect the naturalresources.

• Analyze technologies thataffect the use of our naturalresources.

• Evaluate the effect ofconsumer desires on variousnatural resources.

B. Analyze factors affecting theavailability of renewable andnonrenewable resources.• Evaluate the use of natural

resources and offerapproaches for using themwhile diminishing waste.

• Compare the economics ofdifferent areas based on theavailability and accessibilityof the natural resources.

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4.2. Renewable and Nonrenewable Resources

4.2.4. GRADE 4 4.2.7. GRADE 7 4.2.10. GRADE 10 4.2.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to:

C. Know that some naturalresources have limited lifespans.• Identify renewable and

nonrenewable resourcesused in the localcommunity.

• Identify various means ofconserving naturalresources.

• Know that natural resourceshave varying life spans.

C. Explain natural resourcedistribution.• Distinguish between readily

available and less accessibleresources.

• Identify the locations ofdifferent concentrations offossil fuels and mineralresources.

• Analyze the effects ofmanagement practices onair, land and water inforestry, agriculture,fisheries, wildlife, miningand food and fiberproduction that is unique todifferent climates.

C. Analyze how man-made systemshave impacted themanagement and distributionof natural resources.• Explain the complete cycle

of a natural resource, fromextraction to disposal,detailing its uses and effectson the environment.

• Analyze energy uses andenergy conservation indifferent regions.

• Examine conservationpractices in differentcountries.

• Analyze the costs andbenefits of different man-made systems and how theyuse renewable andnonrenewable naturalresources.

• Analyze the impact ofinformation systems onmanagement anddistribution of naturalresources.

C. Analyze factors that influencethe availability of naturalresources.• Compare the use of natural

resources in differentcountries.

• Determine how deliverysystems influence theavailability of resources atthe local, regional andnational level.

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4.2. Renewable and Nonrenewable Resources

4.2.4. GRADE 4 4.2.7. GRADE 7 4.2.10. GRADE 10 4.2.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to:

D. Identify by-products and theiruse of natural resources.• Understand the waste

stream.• Identify those items that can

be recycled and those thatcan not.

• Identify use of reusableproducts.

• Identify the use of compost,landfills and incinerators.

D. Describe the role of recyclingand waste management.• Identify materials that can

be recycled in thecommunity.

• Explain the process ofclosing the loop inrecycling.

• Compare the decompositionrates of different organicmaterials.

• Describe methods that couldbe used to reuse materialsfor new products.

• Evaluate the costs andbenefits of disposableproducts.

D. Explain different managementalternatives involved inrecycling and solid wastemanagement.• Analyze the manufacturing

process (before, during andafter) with consideration forresource recovery.

• Compare various methodsdealing with solid waste(e.g., incineration, compost,land application).

• Differentiate between pre/post-consumer and rawmaterials.

• Illustrate how one naturalresource can be managedthrough reduction, recycling,reuse or use.

D. Evaluate solid wastemanagement practices.• Examine and explain the

path of a recyclable materialfrom collection to waste,reuse or recyclingidentifying the marketforces.

• Understand currentregulations concerningrecycling and solid waste.

• Research new technologiesin the use, reuse orrecycling of materials.

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4.3. Environmental Health

4.3.4. GRADE 4 4.3.7. GRADE 7 4.3.10. GRADE 10 4.3.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to:

A. Know that plants, animals andhumans are dependent on airand water.• Know that all living things

need air and water tosurvive.

• Describe potentiallydangerous pest controlsused in the home.

• Identify things that causesickness when put into theair, water or soil.

• Identify different areaswhere health can beaffected by air, water orland pollution.

• Identify actions that canprevent or reduce wastepollution.

A. Identify environmental healthissues.• Identify various examples of

long-term pollution andexplain their effects onenvironmental health.

• Identify diseases that havebeen associated with poorenvironmental quality.

• Describe different types ofpest controls and theireffects on the environment.

• Identify alternative productsthat can be used in life toreduce pollution.

A. Describe environmental healthissues.• Identify the effects on

human health of air, waterand soil pollution and thepossible economic costs tosociety.

• Describe how indoorpollution may affect humanhealth (e.g., dust mites,fumes, cat dandruff).

• Explain the costs andbenefits of cleaning upcontaminants.

• Explain how commonhousehold cleaning productsare manufactured and howto dispose of theirby-products after use.

A. Analyze the complexity ofenvironmental health issues.• Identify environmental

health issues and explainhow they have beenaddressed on a worldwidelevel.

• Analyze efforts to prevent,control and/or reducepollution through cost andbenefit analysis and riskmanagement.

• Describe the impact ofoccupational exposures asthey relate to environmentalhealth issues.

• Identify invisible pollutantsand explain their effects onhuman health.

• Explain the relationshipbetween wind direction andvelocity as it relates todispersal and occurrence ofpollutants.

• Explain the differentdisposal methods used fortoxic and hazardous waste.

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4.3. Environmental Health

4.3.4. GRADE 4 4.3.7. GRADE 7 4.3.10. GRADE 10 4.3.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to:

B. Identify how human actionsaffect environmental health.• Identify pollutants.• Identify sources of

pollution.• Identify litter and its effect

on the environment.• Describe how people can

reduce pollution.

B. Describe how human actionsaffect the health of theenvironment.• Identify land use practices

and their relation toenvironmental health.

• Explain how naturaldisasters affectenvironmental health.

• Identify residential andindustrial sources ofpollution and their effectson environmental health.

• Explain the differencebetween point and nonpointsource pollution.

• Explain how nonpointsource pollution can affectthe water supply and airquality.

• Explain how acid depositioncan affect water, soil and airquality.

• Explain the relationshipbetween resource use, reuse,recycling and environmentalhealth.

B. Explain how multiple variablesdetermine the effects ofpollution on environmentalhealth, natural processes andhuman practices.• Explain how human

practices affect the qualityof the water and soil.

• Identify evidence of naturalevents around the world andtheir effects onenvironmental health (e.g.,Yellowstone National Parkfires).

• Identify local and stateenvironmental regulationsand their impact onenvironmental health.

• Analyze data and explainhow point source pollutioncan be detected andeliminated.

• Identify and explain ways ofdetecting pollution by usingstate-of-the-art technologies.

B. Analyze the local, regional andnational impacts ofenvironmental health.• Analyze the cost of natural

disasters in both dollars andloss of natural habitat.

• Research and analyze thelocal, state and nationallaws that deal with pointand nonpoint sourcepollution; evaluate the costsand benefits of these laws.

• Explain mitigation and itsrole in environmentalhealth.

• Explain industry’s initiativesto meet state and federalmandates on clean air andwater.

• Describe the impacts ofpoint and nonpoint sourcepollution on the ChesapeakeBay.

• Identify and evaluate thecosts and benefits of lawsregulating air and waterquality and waste disposal.

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4.3. Environmental Health

4.3.4. GRADE 4 4.3.7. GRADE 7 4.3.10. GRADE 10 4.3.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to:

C. Understand that the elements ofnatural systems areinterdependent.• Identify some of the

organisms that live togetherin an ecosystem.

• Understand that thecomponents of a system allplay a part in a healthynatural system.

• Identify the effects of ahealthy environment on theecosystem.

C. Explain biological diversity.• Explain the complex,

interactive relationshipsamong members of anecosystem.

• Explain how diversityaffects ecological integrityof the natural resources.

C. Explain biological diversity asan indicator of a healthyenvironment.• Explain species diversity.• Analyze the effects of

species extinction on thehealth of an ecosystem.

C. Analyze the need for a healthyenvironment.• Research the relationship of

some chronic diseases to anenvironmental pollutant.

• Explain how man-madesystems may affect theenvironment.

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4.4. Agriculture and Society

4.4.4. GRADE 4 4.4.7. GRADE 7 4.4.10. GRADE 10 4.4.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to:

A. Know the importance ofagriculture to humans.• Identify people’s basic

needs.• Explain the influence of

agriculture on food,clothing, shelter and culturefrom one area to another.

• Know how people dependon agriculture.

A. Explain society’s standard ofliving in relation toagriculture.• Compare and contrast

agricultural changes thathave been made to meetsociety’s needs.

• Compare and contrast howanimals and plants affectagricultural systems.

• Compare severaltechnological advancementsand their effect(s) on thehistorical growth ofagriculture.

• Compare differentenvironmental conditionsrelated to agriculturalproduction, cost and qualityof the product.

A. Describe the importance ofagriculture to society.• Identify the major cash

crops of Pennsylvania.• Identify what percentage of

the United States’population is involved in thefood and fiber industry.

• Compare and contrast theinfluence of agriculture on anation’s culture, standard ofliving and foreign trade.

• Identify laws that affectconservation andmanagement of food andfiber production in the localarea and analyze theirimpact.

• Compare a contemporaryeconomic issue inagriculture to its historicalorigin.

A. Analyze the managementpractices in the agriculturebusiness.• Define the components of

an agriculture system thatwould result in a minimalwaste of resources.

• Identify the diversity in cropproduction and analyze theadvantages anddisadvantages of suchdiversity.

• Research and analyzeenvironmental practicesrelated to agriculturalsystems.

• Analyze the effects ofagricultural practices on theeconomy.

• Analyze the impact ofnutrient management lawson Pennsylvania agriculture.

• Assess the role ofagriculture cooperatives.

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4.4. Agriculture and Society

4.4.4. GRADE 4 4.4.7. GRADE 7 4.4.10. GRADE 10 4.4.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to:

B. Identify the role of the sciencesin Pennsylvania agriculture.• Identify common animals

found on Pennsylvaniafarms.

• Identify common plantsfound on Pennsylvaniafarms.

• Identify the parts ofimportant agriculturalrelated plants (i.e., corn,soybeans, barley).

• Identify a fiber productfrom Pennsylvania farms.

B. Investigate how agriculturalscience has recognized thevarious soil types found inPennsylvania.• Explain the importance of

particle sizes in differentsoil types.

• Determine how water hasinfluenced the developmentof Pennsylvania soil types.

• Investigate how soil typeshave influenced the planttypes used on Pennsylvaniafarms

• Analyze how soil types andgeographic regions haveimpacted the profitability ofPennsylvania farms.

B. Assess the influence ofagricultural science onfarming practices.• Compare the practices of

no-till farming to traditionalsoil preparation (e.g., plow,disc).

• Analyze and explain thevarious practices of nutrientmanagement on the farm.

• Analyze and explain howfarm efficiencies havechanged human nutrition.

B. Describe how agriculturalscience has influencedbiotechnology.• Investigate how

bioengineered crops mayinfluence the food supply.

• Analyze the use of specificbacteria for the control ofagricultural pests.

• Evaluate the use of feedadditives in shiftingmetabolism to increasemuscle mass and reduce fatin farm animals.

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4.4. Agriculture and Society

4.4.4. GRADE 4 4.4.7. GRADE 7 4.4.10. GRADE 10 4.4.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to:

C. Know that food and fiberoriginate from plants andanimals.• Define and identify food

and fiber.• Identify what plants and

animals need to grow.• Identify agricultural

products that are local andregional.

• Identify an agriculturalproduct based on its origin.

• Describe several productsand tell their origins.

• Describe the journey of alocal agricultural productfrom production to theconsumer.

C. Explain agricultural systems’ useof natural and humanresources.• Analyze the needs of plants

and animals as they relate toclimate and soil conditions.

• Identify the plants andanimals that can be raised inthe area and explain why.

• Identify natural resourcesnecessary for agriculturalsystems.

• Compare the need for cropproduction to the need foranimal production.

• Define issues associatedwith food and fiberproduction.

C. Explain the functions of thecomponents of the food andfiber system.• Compare and analyze

growing conditions in theUnited States to determinewhich plants and animalsare most suitable to eachregion.

• Compare the managementpractices needed for acommodity (i.e., production,processing, research anddevelopment, marketing,distribution and regulations).

• Identify a commodity, itsorigin and its steps ofproduction.

• Compare and analyze thecost of a commodity to itsproduction cost.

• Identify and describe howfood safety issues haveimpacted production inagriculture.

C. Analyze and research the social,political and economic factorsthat affect agriculturalsystems.• Analyze the costs and

benefits associated withagriculture practices andhow they affect economicand human needs.

• Analyze the costs andbenefits of agricultureresearch practices in society.

• Research the use ofby-products that are theresults of agricultureproduction (e.g., manurehandling, bird feathers).

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4.4.4. GRADE 4 4.4.7. GRADE 7 4.4.10. GRADE 10 4.4.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to:

D. Identify technology and energyuse associated withagriculture.• Identify the various tools

and machinery necessary forfarming.

• Identify the types of energyused in producing food andfiber.

• Identify tools andmachinery used in theproduction of agriculturalproducts.

D. Explain the improvement ofagricultural productionthrough technology.• Compare the technologies

that have advancedagricultural production.

• Explain how energy sourceshave changed to meetagricultural technology.

D. Analyze the efforts of increasedefficiency in agriculturethrough technology.• Compare various

technological advancementsand analyze each for itscontribution toward laborand cost efficiency.

• Compare the current marketvalue of both natural andalternative energy sourcesinvolved in the productionof food and fiber.

D. Analyze research anddevelopment activities as theyrelate to agriculture.• Analyze the role of

research, development andtechnology as it relates tothe food and fiber system.

• Research and analyzeenergy sources used and/orgenerated by producing,processing and marketingagricultural products.

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4.5. Integrated Pest Management

4.5.4. GRADE 4 4.5.7. GRADE 7 4.5.10. GRADE 10 4.5.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to:

A. Know types of pests.• Identify classifications of

pests.• Identify and categorize

pests.• Know how pests fit into a

food chain.

A. Explain benefits and harmfuleffects of pests.• Identify different examples

of pests and explain thebeneficial or harmful effectsof each.

• Identify several locationswhere pests can be foundand compare the effects thepests have on each location.

A. Identify similar classifications ofpests that may or may nothave similar effects ondifferent regions.• Identify environmental

effect(s) of pests ondifferent regions of theworld.

• Identify introduced speciesthat are classified as pests intheir new environments.

A. Research integrated pestmanagement systems.• Analyze the threshold limits

of pests and the need forintervention in a managedenvironment.

• Research the types ofgermicides and analyze theireffects on homes, industry,hospitals and institutions.

• Design and explain anintegrated pest managementplan that uses a range ofpest controls.

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4.5. Integrated Pest Management

4.5.4. GRADE 4 4.5.7. GRADE 7 4.5.10. GRADE 10 4.5.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to:

B. Explain pest control.• Know reasons why people

control pests.• Identify different methods

for controlling specific pestsin the home, school andcommunity.

• Identify chemical labels(e.g., caution, poison,warning).

B. Explain how pest managementaffects the environment.• Explain issues related to

integrated pest managementincluding biologicaltechnology, resistantvarieties, chemical practices,medical technology andmonitoring techniques.

• Describe how integratedpest management andrelated technology impacthuman activities.

• Identify issues related tointegrated pest managementthat affect the environment.

B. Analyze health benefits and risksassociated with integrated pestmanagement.• Identify the health risks

associated with chemicalsused in common pesticides.

• Assess various levels ofcontrol within differentintegrated pest managementpractices includingincreased immunity topesticides, food safety,sterilization, nutrientmanagement and weedcontrol.

B. Research and analyze integratedpest management practicesglobally.• Research worldwide

integrated pest managementsystems and evaluate thelevel of impact.

• Research and analyze theinternational regulations thatexist related to integratedpest management.

• Explain the complexitiesassociated with movingfrom one level of control tothe next with differentintegrated pest managementpractices and compare therelated costs of eachsystem.

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4.5. Integrated Pest Management

4.5.4. GRADE 4 4.5.7. GRADE 7 4.5.10. GRADE 10 4.5.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to:

C. Understand society’s need forintegrated pest management.• Identify integrated pest

management practices in thehome.

• Identify integrated pestmanagement practicesoutside the home.

C. Explain various integrated pestmanagement practices used insociety.• Compare and contrast

integrated pest managementmonitoring methods utilizedin different communitysettings.

• Compare integrated pestmanagement to pastpractices.

• Compare and analyze thelong-term effects of usingintegrated pest managementproducts.

C. Determine the effects ofintegrated pest managementpractices on society over time.• Analyze the risks to the

environment and societyassociated with alternativepractices used in integratedpest management.

• Analyze the benefits to theenvironment and societyassociated with alternativepractices used in integratedpest management.

C. Analyze the historicalsignificance of integrated pestmanagement on society.• Explain the dynamics of

integrated pest managementpractices and their relativeeffects upon society.

• Identify historic eventsaffecting integrated pestmanagement and cite thepractices used (e.g., avianflu, bubonic plague, potatoblight).

• Research and analyze thelong-term effects of pestmanagement practices onthe environment.

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4.6. Ecosystems and their Interactions

4.6.4. GRADE 4 4.6.7. GRADE 7 4.6.10. GRADE 10 4.6.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to:

A. Understand that living things aredependent on nonliving thingsin the environment forsurvival.• Identify and categorize

living and nonliving things.• Describe the basic needs of

an organism.• Identify basic needs of a

plant and an animal andexplain how their needs aremet.

• Identify plants and animalswith their habitat and foodsources.

• Identify environmentalvariables that affect plantgrowth.

• Describe how animalsinteract with plants to meettheir needs for shelter.

• Describe how certain insectsinteract with soil for theirneeds.

• Understand the componentsof a food chain.

A. Explain the flows of energy andmatter from organism toorganism within an ecosystem.• Identify and explain the

characteristics of biotic andabiotic.

• Describe and explain theadaptations of plants andanimals to theirenvironment.

• Demonstrate thedependency of livingcomponents in theecosystem on the nonlivingcomponents.

• Explain energy flowthrough a food web.

• Explain the importance ofthe predator/preyrelationship and how itmaintains the balanceswithin ecosystems.

• Understand limiting factorsand predict their effects onan organism.

A. Explain the biotic and abioticcomponents of an ecosystemand their interaction.• Identify the major biomes

and explain their similaritiesand differences.

• Compare and contrast theinteractions of biotic andabiotic components in anecosystem.

• Analyze the effects ofabiotic factors on specificecosystems.

• Describe how theavailability of resourcesaffects organisms in anecosystem.

• Explain energy flow in afood chain through anenergy pyramid.

• Evaluate the efficiency ofenergy flow in a food chain.

• Explain the concept ofcarrying capacity in anecosystem.

• Explain trophic levels.

A. Analyze the interdependence ofan ecosystem.• Analyze the relationships

among components of anecosystem.

• Evaluate the efficiency ofenergy flow within anecosystem.

• Explain limiting factors andtheir impact on carryingcapacity.

• Understand how biologicaldiversity impacts thestability of an ecosystem.

• Analyze the positive ornegative impacts of outsideinfluences on an ecosystem.

• Analyze how different landuse practices can affect thequality of soils.

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4.6. Ecosystems and their Interactions

4.6.4. GRADE 4 4.6.7. GRADE 7 4.6.10. GRADE 10 4.6.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to:

• Identify a local ecosystem andits living and nonlivingcomponents.

• Identify a simple ecosystemand its living and nonlivingcomponents.

• Identify common soil textures.• Identify animals that live

underground.

• Identify niches for producers,consumers and decomposerswithin an ecosystem.

• Compare and contrast themajor ecosystems ofPennsylvania.

• Identify the majorcharacteristics of a biome.

• Compare and contrast differentbiomes and theircharacteristics.

• Identify the relationship ofabiotic and biotic componentsand explain their interaction inan ecosystem.

• Explain how different soiltypes determine thecharacteristics of ecosystems.

• Identify a specificenvironmental impact andpredict what change may takeplace to affect homeostasis.

• Examine and explain howorganisms modify theirenvironments to sustain theirneeds.

• Assess the effects of latitudeand altitude on biomes.

• Interpret possible causes ofpopulation fluctuations.

• Explain how erosion andsedimentation have changedthe quality of soil relatedhabitats.

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4.6. Ecosystems and their Interactions

4.6.4. GRADE 4 4.6.7. GRADE 7 4.6.10. GRADE 10 4.6.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to:

B. Understand the concept ofcycles.• Explain the water cycle.• Explain the carbon dioxide/

oxygen cycle(photosynthesis).

B. Explain the concepts of cycles.• Identify and explain cycles

within an ecosystem.• Analyze the role of different

cycles within an ecosystem.

B. Explain how cycles affect thebalance in an ecosystem.• Describe an element cycle

and its role in anecosystem.

• Explain the consequences ofinterrupting natural cycles.

B. Analyze the impact of cycles onthe ecosystem.• Evaluate the materials

necessary for natural cycles.• Explain the processes

involved in the naturalcycles.

C. Identify how ecosystems changeover time.

C. Explain how ecosystems changeover time.• Explain how ecosystems

change.• Identify the succession

stages of a given ecosystem.• Explain how specific

organisms may change anecosystem.

• Explain a change in anecosystem that relates tohumans.

C. Analyze how ecosystems changeover time.• Identify and explain the

succession stages in anecosystem.

• Identify causes ofsuccession.

• Analyze consequences ofinterrupting natural cycles.

C. Analyze how human action andnatural changes affect thebalance within an ecosystem.

• Analyze the effects ofsubstances that move throughnatural cycles.

• Analyze the effects of naturaloccurrences and their effectson ecosystems.

• Analyze effects of humanaction on an ecosystem.

• Compare the stages ofsuccession and how theyinfluence the cycles existing inan ecosystem.

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4.7. Threatened, Endangered and Extinct Species

4.7.4. GRADE 4 4.7.7. GRADE 7 4.7.10. GRADE 10 4.7.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to:

A. Identify differences in livingthings.• Explain why plants and

animals are different colors,shapes and sizes and howthese differences relate totheir survival.

• Identify characteristics thatliving things inherit fromtheir parents.

• Explain why each of thefour elements in a habitat isessential for survival.

• Identify local plants oranimals and describe theirhabitat.

A. Describe diversity of plants andanimals in ecosystems.• Select an ecosystem and

describe different plants andanimals that live there.

• Identify adaptations inplants and animals.

• Recognize that adaptationsare developed over longperiods of time and arepassed on from onegeneration to the next.

• Understand levels ofecosystem organization(e.g., individuals,populations, species).

A. Explain the significance ofdiversity in ecosystems.• Explain the role that

specific organisms have intheir ecosystem.

• Identify a species andexplain what effects itsincrease or decline mighthave on the ecosystem.

• Identify a species andexplain how its adaptationsare related to its niche inthe environment.

A. Analyze biological diversity as itrelates to the stability of anecosystem.• Examine and explain what

happens to an ecosystem asbiological diversity changes.

• Explain the relationshipbetween species’ loss andbio-diversity.

• Examine and explain how aspecialized interactionbetween two species mayaffect the survival of bothspecies.

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4.7. Threatened, Endangered and Extinct Species

4.7.4. GRADE 4 4.7.7. GRADE 7 4.7.10. GRADE 10 4.7.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to:

B. Know that adaptations areimportant for survival.• Explain how specific

adaptations can help aliving organism to survive.

• Explain what happens to aliving thing when its food,water, shelter or space ischanged.

B. Explain how species of livingorganisms adapt to theirenvironment.• Explain the role of

individual variations innatural selection.

• Explain how an adaptationis an inherited structure orbehavior that helps anorganism survive andreproduce.

• Describe how a particulartrait may be selected overtime and account for aspecies’ adaptation.

• Compare and contrastanimals and plants that havevery specific survivalrequirements with those thathave more generalrequirements for survival.

• Explain how living thingsrespond to changes in theirenvironment.

• Explain how one speciesmay survive anenvironmental change whileanother might not.

B. Explain how structure, functionand behavior of plants andanimals affect their ability tosurvive.• Describe an organism’s

adaptations for survival inits habitat.

• Compare adaptations amongspecies.

B. Examine the effects ofextinction, both natural andhuman caused, on theenvironment.• Predict how human or

natural action can producechange to which organismscannot adapt.

• Identify species that becameextinct through naturalcauses and explain how thatoccurred.

• Identify a species thatbecame extinct due tohuman actions and explainwhat occurred.

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4.7. Threatened, Endangered and Extinct Species

4.7.4. GRADE 4 4.7.7. GRADE 7 4.7.10. GRADE 10 4.7.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to:

C. Define and understandextinction.• Identify plants and animals

that are extinct.• Explain why some plants

and animals are extinct.• Know that there are local

and state laws regardingplants and animals.

C. Explain natural or human actionsin relation to the loss ofspecies.• Identify natural or human

impacts that cause habitatloss.

• Explain how habitat losscan affect the interactionamong species and thepopulation of a species.

• Analyze and explain thechanges in an animalpopulation over time.

• Explain how a habitatmanagement practice affectsa population.

• Explain the differencesamong threatened,endangered and extinctspecies.

• Identify Pennsylvania plantsand animals that are on thethreatened or endangeredlist.

C. Identify and explain whyadaptations can lead tospecialization.• Explain factors that could

lead to a species’ increaseor decrease.

• Explain how managementpractices may influence thesuccess of specific species.

• Identify and explain criteriaused by scientists forcategorizing organisms asthreatened, endangered orextinct.

C. Analyze the effects ofthreatened, endangered orextinct species on human andnatural systems.• Identify and explain how a

species’ increase, decline orelimination affects theecosystem and/or humansocial, cultural andeconomic structures.

• Explain why naturalpopulations do not remainconstant.

• Analyze managementstrategies regardingthreatened or endangeredspecies.

• Identify laws, agreements ortreaties at national orinternational levelsregarding threatened orendangered species.

• Analyze the role of zoosand wildlife preserves onspecies that have beenidentified as threatened orendangered.

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4.7. Threatened, Endangered and Extinct Species

4.7.4. GRADE 4 4.7.7. GRADE 7 4.7.10. GRADE 10 4.7.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to:

• Describe state laws passedregarding threatened andendangered species inPennsylvania.

• Explain why one species maybe more susceptible tobecoming endangered thananother species.

• Examine the influence ofwildlife management inpreserving different species inPennsylvania (e.g., bobcat,elk, bald eagle).

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4.8. Humans and the Environment

4.8.4. GRADE 4 4.8.7. GRADE 7 4.8.10. GRADE 10 4.8.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to:

A. Identify the biologicalrequirements of humans.• Explain how a dynamically

changing environmentprovides for sustainability ofliving systems.

• Identify several ways thatpeople use naturalresources.

A. Describe how the developmentof civilization relates to theenvironment.• Explain how people use

natural resources in theirenvironment.

• Locate and identify naturalresources in different partsof the world.

• Compare and contrast howpeople use natural resourcesthroughout the world.

A. Analyze how society’s needsrelate to the sustainability ofnatural resources.• Explain why some societies

have been unable to meettheir natural resource needs.

• Compare and contrast theuse of natural resources andthe environmentalconditions in severalcountries.

• Describe how uses ofnatural resources impactsustainability.

A. Explain how technology hasinfluenced the sustainability ofnatural resources over time.• Describe how technology

has changed the use ofnatural resources bybusiness and industry.

• Analyze the effect of naturalresource conservation on aproduct over time (e.g.,automobile manufacturing,aluminum can recycling,paper products).

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4.8. Humans and the Environment

4.8.4. GRADE 4 4.8.7. GRADE 7 4.8.10. GRADE 10 4.8.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to:

B. Know that environmentalconditions influence whereand how people live.• Identify how regional

natural resources influencewhat people use.

• Explain the influence ofclimate on how and wherepeople live.

B. Explain how people use naturalresources.• Describe how natural

resources are used forsurvival.

• Explain how naturalresources and technologicalchanges have affected thedevelopment ofcivilizations.

• Explain how climate andextreme weather events(e.g., drought, flood)influence people’s lives.

B. Analyze the relationship betweenthe use of natural resourcesand sustaining our society.• Explain the role of natural

resources in sustainingsociety.

• Analyze the effects of anatural resource’savailability on a communityor region.

B. Analyze technology’s role onnatural resource sustainability.• Explain how technology has

decreased the use of rawnatural resources.

• Explain how technology hasimpacted the efficiency ofthe use of natural resources.

• Analyze the role oftechnology in the reductionof pollution.

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4.8. Humans and the Environment

4.8.4. GRADE 4 4.8.7. GRADE 7 4.8.10. GRADE 10 4.8.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to:

C. Explain how human activitiesmay change the environment.• Identify everyday human

activities and how theyaffect the environment.

• Identify examples of howhuman activities within acommunity affect thenatural environment.

C. Explain how human activitiesmay affect local, regional andnational environments.• Describe what effect

consumption and relatedgeneration of wastes haveon the environment.

• Explain how a particularhuman activity has changedthe local area over theyears.

C. Analyze how human activitiesmay cause changes in anecosystem.• Analyze and evaluate

changes in the environmentthat are the result of humanactivities.

• Compare and contrast theenvironmental effects ofdifferent industrial strategies(e.g., energy generation,transportation, logging,mining, agriculture).

C. Analyze how pollution haschanged in quality, variety andtoxicity as the United Statesdeveloped its industrial base.• Analyze historical pollution

trends and project them forthe future.

• Compare and contrasthistorical and currentpollution levels at a givenlocation.

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4.8. Humans and the Environment

4.8.4. GRADE 4 4.8.7. GRADE 7 4.8.10. GRADE 10 4.8.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to:

D. Know the importance of naturalresources in daily life.• Identify items used in daily

life that come from naturalresources.

• Identify ways to conserveour natural resources.

• Identify major land uses inthe community.

D. Explain the importance ofmaintaining the naturalresources at the local, stateand national levels.• Explain how human

activities and natural eventshave affected ecosystems.

• Explain how conservationpractices have influencedecosystems.

• Define the roles ofPennsylvania agencies thatdeal with natural resources.

D. Explain how the concept ofsupply and demand affects theenvironment.• Identify natural resources

for which societal demandshave been increasing.

• Identify specific resourcesfor which humanconsumption has resulted inscarcity of supply (e.g.,buffalo, lobsters).

• Describe the relationshipbetween population densityand resource use andmanagement.

D. Analyze the internationalimplications of environmentaloccurrences.• Identify natural occurrences

that have internationalimpact (e.g., El Nino,volcano eruptions,earthquakes).

• Analyze environmentalissues and their internationalimplications.

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4.9. Environmental Laws and Regulations

4.9.4. GRADE 4 4.9.7. GRADE 7 4.9.10. GRADE 10 4.9.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to:

A. Know that there are laws andregulations for theenvironment.• Identify local and state laws

and regulations regardingthe environment.

• Explain how the recyclinglaw impacts the school andhome.

• Identify and describe therole of a local or stateagency that deals withenvironmental laws andregulations.

A. Explain the role ofenvironmental laws andregulations.• Identify and explain

environmental laws andregulations (e.g., Clean AirAct, Clean Water Act,Recycling and WasteReduction Act, Act 26 onAgricultural Education).

• Explain the role of local andstate agencies in enforcingenvironmental laws andregulations (e.g.,Department of Environmen-tal Protection, Departmentof Agriculture, GameCommission).

A. Explain why environmental lawsand regulations are developedand enacted.• Explain the positive and

negative impacts associatedwith passing environmentallaws and regulations.

• Understand conflictingrights of property ownersand environmental laws andregulations.

• Analyze the roles that local,state and federalgovernments play in thedevelopment andenforcement ofenvironmental laws.

• Identify local and stateenvironmental regulationsand their impact onenvironmental health.

• Explain the positive andnegative impacts of theEndangered Species Act.

A. Analyze environmental laws andregulations as they relate toenvironmental issues.• Analyze and explain how

issues lead to environmentallaw or regulation (e.g.,underground storage tanks,regulation of waterdischarges, hazardous, solidand liquid industrial waste,endangered species).

• Compare and contrastenvironmental laws andregulations that may have apositive or negative impacton the environment and theeconomy.

• Research and describe theeffects of an environmentallaw or regulation and how ithas impacted theenvironment.

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Academ

icStandards

forE

nvironment

andE

cology

XII.

GL

OSSA

RY

Abiotic:

Anonliving

factoror

element

(e.g.,light,

water,

heat,rock,

energy,m

ineral).

Acid

deposition:Precipitation

with

apH

lessthan

5.6that

forms

inthe

atmosphere

when

certainpollutants

mix

with

water

vapor.

Biological

diversity:T

hevariety

andcom

plexityof

speciespresent

andinteracting

inan

ecosystemand

therelative

abundanceof

each.

Biotic:

An

environmental

factorrelated

toor

producedby

livingorganism

s.

Closing

theloop:

Alink

inthe

circularchain

ofrecycling

eventsthat

promotes

theuse

ofproducts

made

with

recycledm

aterials.

Com

modities:

Econom

icgoods

orproducts

beforethey

areprocessed

and/orgiven

abrand

name,

suchas

aproduct

ofagriculture.

Com

posting:T

heprocess

ofm

ixingdecaying

leaves,m

anureand

othernutritive

matter

toim

proveand

fertilizesoil.

Consum

er:1)

Those

organisms

thatobtain

energyby

feedingon

otherorganism

sand

theirrem

ains.2)

Aperson

buyinggoods

orservices

forpersonal

needsor

touse

inthe

productionof

othergoods

forresale.

Decom

poser:A

norganism

,often

microscopic

insize,

thatobtains

nutrientsby

consuming

deadorganic

matter,

therebym

akingnutrients

accessibleto

otherorganism

s;exam

plesof

decomposers

includefungi,

scavengers,rodents

andother

animals.

Delineate:

Totrace

theoutline;

todraw

;to

sketch;to

depictor

picture.

Ecosystem

:A

comm

unityof

livingorganism

sand

theirinterrelated

physicaland

chemical

environment.

Endangered

Species:A

speciesthat

isin

dangerof

extinctionthroughout

allor

asignificant

portionof

itsrange.

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Environm

ent:T

hetotal

ofthe

surroundings(air,

water,

soil,vegetation,

people,w

ildlife)influencing

eachliving

being’sexistence,

includingphysical,

biologicaland

allother

factors;the

surroundingsof

aplant

oranim

al,including

otherplants

oranim

als,clim

ateand

location.

Equilibrium

:T

heability

ofan

ecosystemto

maintain

stabilityam

ongits

biologicalresources

(e.g.,forest,

fisheries,crops)

sothat

thereis

asteady

optimum

yield.

Extinction:

The

complete

elimination

ofa

speciesfrom

theearth.

Groundw

ater:W

aterthat

infiltratesthe

soiland

islocated

inunderground

reservoirscalled

aquifers.

Hazardous

waste:

Asolid

that,because

ofits

quantityor

concentrationor

itsphysical,

chemical

orinfectious

characteristics,m

aycause

orpose

asubstantial

presentor

potentialhazard

tohum

anhealth

orthe

environment

when

improperly

treated,stored,

transportedor

disposedof,

orotherw

isem

anaged.

Hom

eostasis:T

hetendency

fora

systemby

resistingchange

torem

ainin

astate

ofequilibrium

.

Incinerating:B

urningto

ashes;reducing

toashes.

Integratedpest

managem

ent:A

varietyof

pestcontrol

methods

thatinclude

repairs,traps,

bait,poison,

etc.to

eliminate

pests.

Lentic:

Relating

toor

livingin

stillw

ater.

Lotic:

Relating

toor

livingin

activelym

ovingw

ater.

Mitigation:

The

policyof

constructingor

creatingm

an-made

habitats,such

asw

etlands,to

replacethose

lostto

development.

Niche

(ecological):T

herole

playedby

anorganism

inan

ecosystem;

itsfood

preferences,requirem

entsfor

shelter,special

behaviorsand

thetim

ingof

itsactivities

(e.g.,nocturnal,

diurnal),interaction

with

otherorganism

sand

itshabitat.

Nonpoint

sourcepollution:

Contam

inationthat

originatesfrom

many

locationsthat

alldischarge

intoa

location(e.g.,

alake,

stream,

landarea).

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Nonrenew

ableresources:

Substances(e.g.,

oil,gas,

coal,copper,

gold)that,

onceused,

cannotbe

replacedin

thisgeological

age.

Point

sourcepollution:

Pollutantsdischarged

froma

singleidentifiable

location(e.g.,

pipes,ditches,

channels,sew

ers,tunnels,

containersof

varioustypes).

Pest:

Alabel

appliedto

anorganism

when

itis

incom

petitionw

ithhum

ansfor

some

resource.

Recycling:

Collecting

andreprocessing

aresource

orproduct

tom

akeinto

newproducts.

Regulation:

Arule

ororder

issuedby

anexecutive

authorityor

regulatoryagency

ofa

government

andhaving

theforce

oflaw

.

Renew

able:A

naturallyoccurring

rawm

aterialor

formof

energythat

will

bereplenished

throughnatural

ecologicalcycles

orsound

managem

entpractices

(e.g.,the

sun,w

ind,w

ater,trees).

Risk

managem

ent:A

strategydeveloped

toreduce

orcontrol

thechance

ofharm

orloss

toone’s

healthor

life;the

processof

identifying,evaluating,

selectingand

implem

entingactions

toreduce

riskto

human

healthand

toecosystem

s.

Shredder:T

hroughchew

ingand/or

grinding,m

icroorganisms

feedon

non-woody

coarseparticulate

matter,

primarily

leaves.

Streamorder:

Energy

andnutrient

flowthat

increasesas

water

moves

toward

theoceans

(e.g.,the

smallest

stream(prim

ary)that

endsw

henrivers

flowinto

oceans).

Succession:T

heseries

ofchanges

thatoccur

inan

ecosystemw

iththe

passingof

time.

Sustainability:T

heability

tokeep

inexistence

orm

aintain.Asustainable

ecosystemis

onethat

canbe

maintained.

Trophic

levels:T

herole

ofan

organismin

nutrientand

energyflow

within

anecosystem

(e.g.,herbivore,

carnivore,decom

poser).

Waste

stream:

The

flowof

(waste)

materials

fromgeneration,

collectionand

separationto

disposal.

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Watershed:

The

landarea

fromw

hichsurface

runoffdrains

intoa

stream,

channel,lake,

reservoiror

otherbody

ofw

ater;also

calleda

drainagebasin.

Wetlands:

Lands

where

water

saturationis

thedom

inantfactor

determining

thenature

ofthe

soildevelopm

entand

theplant

andanim

alcom

munities

(e.g.,sloughs,

estuaries,m

arshes).

AP

PE

ND

IXC

Academ

icStandards

forC

ivicsand

Governm

entandE

conomics

andG

eographyand

History

Academ

icStandards

forH

istory

Authority

The

provisionsof

thisA

ppendixC

amended

undersections

121,2603-B

and2604-B

ofthe

PublicSchool

Code

of1949

(24P.S.

§§1-121,

26-2603-Band

26-2604-B),

unlessotherw

isenoted.

SourceT

heprovisions

ofthis

Appendix

Cadopted

January10,2003,effective

January12,2003,33

Pa.B.

283;am

endedFebruary

28,2014,effectiveM

arch1,2014,44

Pa.B.1131;

correctedM

arch21,2014,

effectiveM

arch1,

2014,44

Pa.B.

1754,unless

otherwise

noted.Im

mediately

precedingtext

appearsat

serialpages

(294913)to

(295066),(320291)

to(320310)

and(367437).

Cross

References

This

appendixcited

in22

Pa.Code

§4.24

(relatingto

highschool

graduationrequirem

ents);22

Pa.Code

§4.51

(relatingto

Stateassessm

entsystem

);and

22Pa.C

ode§

4.51b(relating

toK

eystoneE

xams).

XIII.

TA

BL

EO

FC

ON

TE

NT

SIntroduction

.................................................X

XIII.

TH

EA

CA

DE

MIC

STA

ND

AR

DS

HistoricalA

nalysisand

SkillsD

evelopment

.........................8.1.A

.C

hronologicalT

hinkingB

.H

istoricalC

omprehension

C.

Historical

InterpretationD

.H

istoricalR

esearchP

ennsylvaniaH

istory...........................................8.2.

A.

Contributions

ofIndividuals

andG

roupsB

.D

ocuments,A

rtifactsand

Historical

PlacesC

.Influences

ofC

ontinuityand

Change

D.

Conflict

andC

ooperationA

mong

Groups

United

StatesH

istory...........................................8.3.

A.

Contributions

ofIndividuals

andG

roupsB

.D

ocuments,A

rtifactsand

Historical

PlacesC

.Influences

ofC

ontinuityand

Change

D.

Conflict

andC

ooperationA

mong

Groups

Ch.

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World

History

.................................................8.4.A

.C

ontributionsof

Individualsand

Groups

B.

Docum

ents,Artifacts

andH

istoricalPlaces

C.

Influencesof

Continuity

andC

hangeD

.C

onflictand

Cooperation

Am

ongG

roupsR

eading........................................................8.5

Studentsread,

understand,and

respondto

informational

textin

thecontent

area—w

ithan

emphasis

oncom

prehension,vocabulary

acquisition,and

making

connectionsam

ongideas

andbetw

eentexts

with

afocus

ontextual

evidence.•

Key

Ideasand

Details

•C

raftand

Structure•

Integrationof

Know

ledgeand

Ideas•

Range

andL

evelof

Com

plexTexts

Writing

........................................................8.6Students

write

fordifferent

purposesand

audiences.Students

write

clearand

focusedtext

toconvey

aw

ell-definedperspective

andappropriate

content.•

TextTypes

andPurposes

•Production

andD

istributionof

Writing

•R

esearchto

Build

andPresent

Know

ledge•

Range

ofW

ritingG

lossary....................................................X

XIV

.

XIV

.IN

TR

OD

UC

TIO

NT

hisdocum

entincludes

Academ

icStandards

forC

ivicsand

Governm

entthat

describew

hatstudents

shouldknow

andbe

ableto

doin

fourareas:

•5.1.

Principlesand

Docum

entsof

Governm

ent•

5.2.R

ightsand

Responsibilities

ofC

itizenship•

5.3.H

owG

overnment

Works

•5.4.

How

InternationalR

elationshipsFunction

The

Civics

andG

overnmentA

cademic

Standardsdescribe

whatstudents

shouldknow

andbe

ableto

doat

fourgrade

levels(third,

sixth,ninth

andtw

elfth).T

hroughoutthe

standardstatem

ents,concepts

foundin

lower

gradesm

ustbe

developedm

orefully

throughouthigher

gradelevels.

The

PennsylvaniaC

onstitutionof

1790w

asthe

basisfor

theFree

PublicSchool

Act

of1834

thatis

theunderpinning

oftoday’s

systemof

schoolsoperating

throughoutthe

Com

monw

ealth.T

heseschools

were

createdto

educatechildren

tobe

usefulcitizens,

loyalto

theprinciples

uponw

hichour

Republic

was

founded,and

aware

oftheir

dutiesas

citizensto

maintain

thoseideals.

The

Academ

icStandards

forC

ivicsand

Governm

entare

basedon

thePublic

SchoolC

odeof

1949w

hichdirects

‘‘...teachingand

presentationof

theprin-

ciplesand

idealsof

theA

merican

republicanrepresentative

formof

government

asportrayed

andexperienced

bythe

actsand

policiesof

thefram

ersof

theD

ec-laration

ofIndependence

andfram

ersof

theC

onstitutionof

theU

nitedStates

and

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Bill

ofR

ights...’’.The

intentof

theC

odeis

thatsuch

instruction‘‘shall

havefor

itspurpose

alsoinstilling

intoevery

boyand

girlw

hocom

esout

ofpublic,

pri-vate

andparochial

schoolstheir

solemn

dutyand

obligationto

exerciseintelli-

gentlytheir

votingprivilege

andto

understandthe

advantagesof

theA

merican

republicanform

ofgovernm

entas

compared

with

variousother

forms

ofgovern-

ments.’’T

heA

cademic

Standardsfor

Civics

andG

overnment

consistof

fourstandard

categories(designated

as5.1.,

5.2.,5.3.,

and5.4.).

Each

categoryhas

anum

berof

standardsstatem

entsdesignated

bya

capitalletter.

Some

standardstatem

entshave

bulleteditem

sknow

nas

standarddescriptors.

The

standarddescriptors

areitem

sw

ithinthe

document

toillustrate

andenhance

thestandard

statement.

The

categories,statem

entsand

descriptorsare

regulations.T

hedescriptors

may

befollow

edby

an“e.g.”.T

he“e.g.’s”

areexam

plesto

clarifyw

hattype

ofinform

a-tion

couldbe

taught.T

heseare

suggestionsand

thechoice

ofspecific

contentis

alocal

decisionas

isthe

method

ofinstruction.

Civics

andG

overnment

alongw

ithE

conomics,

Geography

andH

istoryare

identifiedas

SocialStudies

inC

hapter4.

This

identificationis

consistentw

ithcitizenship

educationin

Chapter

49and

Chapter

354.Based

onthese

regulations,Social

Studies/Citizenship

Programs

shouldinclude

thefour

setsof

standardsas

anentity

indeveloping

ascope

andsequence

forcurriculum

andplanned

instruc-tion.

Aglossary

isincluded

toassist

thereader

inclarifying

terminology

containedin

thestandards.

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5.1. Principles and Documents of Government

5.1.3. GRADE 3 5.1.6. GRADE 6 5.1.9. GRADE 9 5.1.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to . . .

A. Describe what government is. A. Explain the purpose ofgovernment.

A. Identify and explain the majorarguments advanced for thenecessity of government.

A. Evaluate the major argumentsadvanced for the necessity ofgovernment.

B. Explain the purposes of rules andlaws and why they are importantin the classroom, school,community, state and nation.

B. Explain the importance of therule of law for the protection ofindividual rights and thecommon good in thecommunity, state, nation andworld.

B. Describe historical examples ofthe importance of the rule oflaw.• Sources• Purposes• Functions

B. Analyze the sources, purposesand functions of law.

C. Define the principles and idealsshaping government.• Justice• Truth• Diversity of people and ideas• Patriotism• Common good• Liberty• Rule of law• Leadership• Citizenship

C. Describe the principles andideals shaping government.• Equality• Majority rule/Minority

rights• Popular sovereignty• Privacy• Checks and balances• Separation of powers

C. Analyze the principles and idealsthat shape government.• Constitutional govern-

ment• Liberal democracy• Classical republican-

ism• Federalism

C. Evaluate the importance of theprinciples and ideals of civiclife.

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5.1. Principles and Documents of Government

5.1.3. GRADE 3 5.1.6. GRADE 6 5.1.9. GRADE 9 5.1.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to . . .

D. Identify the document whichcreated Pennsylvania.

D. Explain the basic principles andideals within documents ofPennsylvania government.• Charter of 1681• Charter of Privileges• Pennsylvania Constitution• Pennsylvania Declaration ofRights

D. Interpret significant changes inthe basic documents shaping thegovernment of Pennsylvania.• The Great Law of 1682• Constitution of 1776• Constitution of 1790• Constitution of 1838• Constitution of 1874• Constitution of 1968

D. Analyze the principles andideals that shape the governmentof Pennsylvania and apply themto the government.• The Charter of 1681• Charter of Privileges• PA Constitution, its revisionsand Amend-

ments

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5.1. Principles and Documents of Government

5.1.3. GRADE 3 5.1.6. GRADE 6 5.1.9. GRADE 9 5.1.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to . . .

E. Identify documents of UnitedStates government.• Declaration of Independence• Constitution of the United States• Bill of Rights

E. Explain the basic principles andideals within documents ofUnited States government.

E. Analyze the basic documentsshaping the government of theUnited States.• Magna Carta• English Bill of Rights• Mayflower Compact• Articles of Confederation• Declaration of

Independence• Federalist papers• Anti-federalist writings• United States

Constitution

E. Evaluate the principles andideals that shape the UnitedStates and compare them todocuments of government.

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5.1. Principles and Documents of Government

5.1.3. GRADE 3 5.1.6. GRADE 6 5.1.9. GRADE 9 5.1.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to . . .

F. Explain the meaning of a preamble.• Constitution of the United States• Pennsylvania Constitution

F. Explain the meaning of thePreamble to the Constitution ofthe Commonwealth ofPennsylvania and compare it tothe Preamble of the Constitutionof the United States.

F. Contrast the individual rightscreated by the PennsylvaniaConstitution and those created bythe Constitution of the UnitedStates.

F. Analyze and assess the rights ofthe people as listed in thePennsylvania Constitution and theConstitution of the United States.

G. Describe the purpose of the UnitedStates Flag, The Pledge ofAllegiance and The NationalAnthem.

G. Describe the proper use, displayand respect for the United StatesFlag and explain the significanceof patriotic activities.• Reciting The Pledge of

Allegiance• Standing for The Na-

tional Anthem

G. Describe the procedures forproper uses, display and respectfor the United States Flag as perthe National Flag Code.

G. Analyze and interpret the role ofthe United States Flag in civildisobedience and in patrioticactivities.

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5.1. Principles and Documents of Government

5.1.3. GRADE 3 5.1.6. GRADE 6 5.1.9. GRADE 9 5.1.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to . . .

H. Identify framers of documents ofgovernments.• Pennsylvania• United States

H. Describe the roles played by theframers of the basic documentsof governments of Pennsylvaniaand the United States.

H. Explain and interpret the roles offramers of basic documents ofgovernment from a national andPennsylvania perspective.

H. Analyze the competing positionsheld by the framers of the basicdocuments of government ofPennsylvania and United States.

I. Explain why government isnecessary in the classroom, school,community, state and nation and thebasic purposes of government inPennsylvania and the United States.

I. Describe and compare the makingof rules by direct democracy andby republican form ofgovernment.

I. Explain the essentialcharacteristics of limited andunlimited governments andexplain the advantages anddisadvantages of systems ofgovernment.• Confederal• Federal• Unitary

I. Analyze historical examples of theimportance of the rule of lawexplaining the sources, purposesand functions of law.

J. Explain the importance of respectfor the property and the opinions ofothers.

J. Describe how the governmentprotects individual and propertyrights and promotes the commongood.

J. Explain how law protectsindividual rights and the commongood.

J. Analyze how the law promotesthe common good and protectsindividual rights.

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5.1. Principles and Documents of Government

5.1.3. GRADE 3 5.1.6. GRADE 6 5.1.9. GRADE 9 5.1.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to . . .

K. Identify symbols and politicalholidays.• Pennsylvania (e.g., CharterDay, Liberty Bell, KeystoneState)• United States (e.g.,

Presidents’ Day, Statue ofLiberty, White House)

K. Describe the purpose of symbolsand holidays.

K. Explain why symbols andholidays were created and theideals they commemorate.

K. Analyze the roles of symbols andholidays in society.

L. Identify ways courts resolveconflicts involving principles andideals of government.

L. Explain the role of courts inresolving conflicts involving theprinciples and ideals ofgovernment.• Local• State• Federal

L. Interpret Pennsylvania and UnitedStates court decisions that haveimpacted the principles and idealsof government.

L. Analyze Pennsylvania and UnitedStates court decisions that haveaffected principles and ideals ofgovernment in civic life.• Civil rights• Commerce• Judicial review• Federal supremacy

Ch.

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5.1. Principles and Documents of Government

5.1.3. GRADE 3 5.1.6. GRADE 6 5.1.9. GRADE 9 5.1.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to . . .

M. Identify portions of famousspeeches and writings that reflectthe basic principles and ideals ofgovernment (e.g., ‘‘I have adream,’’ Reverend Martin LutherKing; ‘‘One small step for man,’’Neil Armstrong).

M. Explain the basic principles andideals found in famous speechesand writings (e.g.,‘‘Governments, like clocks, gofrom the motion people givethem,’’ William Penn; ‘‘A datethat will live in infamy,’’Franklin D. Roosevelt).

M. Interpret the impact of famousspeeches and writings on civiclife (e.g., The Gospel of Wealth,Declaration of Sentiments).

M. Evaluate and analyze theimportance of significantpolitical speeches and writings incivic life (e.g., Diary of AnneFrank, Silent Spring).

Basic concepts found in lower grades for standard statements and their descriptors must be developed more fully throughout higher gradelevels.

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5.2. Rights and Responsibilities of Citizenship

5.2.3. GRADE 3 5.2.6. GRADE 6 5.2.9. GRADE 9 5.2.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to . . .

A. Identify examples of the rights andresponsibilities of citizenship.• Personal rights• Political rights• Economic rights• Personal responsibili-

ties• Civic responsibilities

A. Compare rights andresponsibilities of citizenship.• Political rights• Economic rights• Personal responsibilities of the

individual and to society• Civic responsibilities of theindividual and to society• Traits of character of

individuals and to arepublican form ofgovernment

A. Contrast the essential rights andresponsibilities of citizens insystems of government.• Autocracy• Democracy• Oligarchy• Republic

A. Evaluate an individual’s civicrights, responsibilities and dutiesin various governments.

B. Identify personal rights andresponsibilities.

B. Explain the relationship betweenrights and responsibilities.

B. Analyze citizens’ rights andresponsibilities in local, state andnational government.

B. Evaluate citizen’s participation ingovernment and civic life.

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5.2. Rights and Responsibilities of Citizenship

5.2.3. GRADE 3 5.2.6. GRADE 6 5.2.9. GRADE 9 5.2.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to . . .

C. Identify sources of conflict anddisagreement and different waysconflicts can be resolved.

C. Explain ways citizens resolveconflicts in society andgovernment.

C. Analyze skills used to resolveconflicts in society andgovernment.

C. Interpret the causes of conflict insociety and analyze techniques toresolve those conflicts.

D. Identify the importance of politicalleadership and public service inthe school, community, state andnation.

D. Describe the importance ofpolitical leadership and publicservice.

D. Analyze political leadership andpublic service in a republicanform of government.

D. Evaluate political leadership andpublic service in a republicanform of government.

E. Describe ways citizens caninfluence the decisions and actionsof government.

E. Identify examples of the rightsand responsibilities ofcitizenship.

E. Explain the importance of thepolitical process to competentand responsible participation incivic life.

E. Analyze how participation incivic and political life leads tothe attainment of individual andpublic goals.

F. Explain the benefits of followingrules and laws and theconsequences of violating them.

F. Describe the impact of theconsequences of violating rulesand laws in a civil society.

F. Analyze the consequences ofviolating laws of Pennsylvaniacompared to those of the UnitedStates.

F. Evaluate how individual rightsmay conflict with or support thecommon good.

G. Identify ways to participate ingovernment and civic life.

G. Explain the importance ofparticipating in government andcivic life.

G. Analyze political and civicparticipation in government andsociety.

G. Evaluate what makes acompetent and responsiblecitizen.

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5.2. Rights and Responsibilities of Citizenship

5.2.3. GRADE 3 5.2.6. GRADE 6 5.2.9. GRADE 9 5.2.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to . . .

Basic concepts found in lower grades for standard statements and their descriptors must be developed more fully throughout higher gradelevels.

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Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

A. Identify the elected representativebodies responsible for makinglocal, Pennsylvania and UnitedStates laws.

A. Compare the structure,organization and operation oflocal, state and nationalgovernments.

A. Explain the structure,organization and operation of thelocal, state and nationalgovernments including domesticand national policy-making.

A. Analyze and evaluate thestructure, organization andoperation of the local, state andnational governments includingdomestic and national policy-making.

B. Identify the role of the threebranches of government.• Executive• Legislative• Judicial

B. Describe the responsibilities andpowers of the three branches ofgovernment.

B. Compare the responsibilities andpowers of the three brancheswithin the national government.

B. Analyze the responsibilities andpowers of the nationalgovernment.

C. Identify reasons for rules andlaws in the school andcommunity.

C. Explain how government actionsaffect citizens’ daily lives.

C. Explain how a bill becomes alaw on a federal, state, and locallevel.

C. Evaluate the process of how abill becomes the law on afederal, state, and local levels.

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Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

D. Identify services performed bythe local, state and nationalgovernments.

D. Describe how local, state andnational governments implementtheir services.

D. Explain how independentgovernment agencies create,amend and enforce regulatorypolicies.• Local (e.g., Zoning Board)• State (e.g., PennsylvaniaPublic Utility Commission)• National (e.g., Federal

CommunicationsCommission)

D. Evaluate how independentgovernment agencies create,amend and enforce regulations.

E. Identify positions of authority atschool and in local, state andnational governments.

E. Identify major leaders of local,state and national governments,their primary duties and theirpolitical party affiliation.

E. Explain how citizens participatein choosing their leaders throughpolitical parties, campaigns andelections.

E. Evaluate the roles of politicalparties in election campaigns.

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Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

F. Explain what an election is. F. Describe the voting process.• Pennsylvania• United States

F. Explain the election process.• Voter registration• Primary Elections• Caucuses• Political party conventions• General Elections• Electoral College

F. Evaluate the elements of theelection process.

G. Explain why being treated fairlyis important.

G. Describe how the governmentprotects individual rights.• Presumption of Innocence• Right to Counsel• Trial by Jury• Bill of Rights

G. Explain how the governmentprotects individual rights.• Equal protection• Habeas Corpus • RightAgainst Self Incrimination• Double Jeopardy • Right ofAppeal• Due Process

G. Evaluate how the governmentprotects or curtails individualrights and analyze the impact ofsupporting or opposing thoserights.

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Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

H. Identify individual interests andexplain ways to influence others.

H. Identify individual interests andhow they impact government.

H. Analyze how interest groupsprovide opportunities for citizensto participate in the politicalprocess.

H. Evaluate the impact of interestgroups on the political process.

I. Explain why taxes are necessaryand identify who pays them.

I. Describe why and howgovernment raises money to payfor its operations and services.

I. Analyze how and whygovernment raises money to payfor its operation and services.

I. Evaluate how and whygovernment raises money to payfor its operations and services.

J. Identify the role of the media insociety.

J. Describe the influence of mediain reporting issues.

J. Analyze the importance offreedom of the press.

J. Evaluate the role of media inpolitical life in the United Statesand explain the role of the mediain setting the public agenda.

K. Identify different ways peoplegovern themselves.

K. Describe forms of government.• Limited• Unlimited

K. Identify and explain systems ofgovernment.• Autocracy• Democracy• Oligarchy• Republic

K. Evaluate the strengths andweaknesses of various systemsof government.• Autocracy• Democracy• Oligarchy• Republic

Basic concepts found in lower grades for standard statements and their descriptors must be developed more fully throughout higher gradelevels.

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5.4. How International Relationships Function

5.4.3. GRADE 3 5.4.6. GRADE 6 5.4.9. GRADE 9 5.4.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

A. Identify how customs andtraditions influence governments.

A. Explain the concept of nation-states.

A. Explain how the United States isaffected by policies of nation-states, governmental and non-governmental organizations.

A. Analyze the impact ofinternational economic,technological and culturaldevelopments on the governmentof the United States.

B. Recognize that the world isdivided into various political units.

B. Describe how nation-statescoexist in the world community.

B. Explain the role of the UnitedStates in world affairs.

B. Analyze the United States’interaction with other nations andgovernmental groups in worldevents.

C. Identify ways in which countriesinteract with the United States.

C. Describe the governments of thecountries bordering the UnitedStates and their relationshipswith the United States.

C. Explain the effects United Statespolitical ideas have had on othernations.

C. Compare how past and presentUnited States’ policy interestshave changed over time andanalyze the impact on futureinternational relationships.

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5.4.3. GRADE 3 5.4.6. GRADE 6 5.4.9. GRADE 9 5.4.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

D. Identify treaties and otheragreements between or amongnations.

D. Describe the processes thatresulted in a treaty or agreementbetween the United States andanother nation-state.

D. Contrast how the three branchesof federal government function inforeign policy.

D. Explain how foreign policy isdeveloped and implemented.

E. Identify how nations work togetherto solve problems.

E. Explain how nations worktogether on commonenvironmental problems, naturaldisasters and trade.

E. Explain the development and therole of the United Nations andother international organizations,both governmental and non-governmental.

E. Compare the purposes andfunctions of internationalorganizations.• Governmental (e.g., NATO,World Court, OAS)• Nongovernmental (e.g.,International Red Cross,Amnesty International, World

Council of Churches)

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XV

.G

LO

SSAR

Y

Am

endment

(Constitutional):

Changes

in,or

additionsto,

aconstitution.

Proposedby

atw

o-thirdsvote

ofboth

housesof

Congress

orby

aconvention

calledby

Congress

atthe

requestof

two-thirds

ofthe

statelegislatures.

Ratified

byapproval

ofthree-fourths

ofthe

state.

Articles

ofC

onfederation:First

framew

orkof

government

ofthe

United

States,1781.

Created

aw

eaknational

government,

replacedin

1789by

theC

onstitutionof

theU

nitedStates.

Authority:

Right

tocontrol

ordirect

theactions

ofothers,

legitimized

bylaw

,m

orality,custom

orconsent.

Autocracy:

Agovernm

entin

which

oneperson

possessesunlim

itedpow

er.

Bill

ofR

ights:First

TenA

mendm

entsto

theC

onstitution.R

atifiedin

1791,these

amendm

entslim

itgovernm

entpow

erand

protectbasic

rightsand

libertiesof

individuals.

Caucuses:

Aprivate

meeting

ofm

embers

ofa

politicalparty

toplan

actionor

toselect

delegatesfor

anom

inatingconvention.

The

termalso

refersto

distinctgroups,

eitherofficial

orunofficial,

inC

ongress,as

inthe

blackcaucus

inthe

House

ofR

epresentatives.

Checks

andbalances:

Constitutional

mechanism

sthat

authorizeeach

branchof

government

toshare

powers

with

theother

branchesand

therebycheck

theiractivities.

Forexam

ple,the

presidentm

ayveto

legislationpassed

byC

ongress,the

Senatem

ustconfirm

major

executiveappointm

entsand

thecourts

may

declareacts

ofC

ongressunconstitutional.

Citizen:

Mem

berof

apolitical

societyw

hotherefore

owes

allegianceto

andis

entitledto

protectionby

andfrom

thegovernm

ent.

Citizenship:

Statusof

beinga

mem

berof

astate;

onew

hoow

esallegiance

tothe

government

andis

entitledto

protectionby

andfrom

thegovernm

ent.

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Civic

life:A

manner

ofexistence

ofan

individualconcerned

with

theaffairs

ofcom

munities

andthe

comm

ongood

ratherthan

solelyin

pursuitof

privateand

personalinterests.

Civic

responsibilities:O

bligationof

citizensto

takepart

inthe

governanceof

theschool,

comm

unity,tribe,

stateor

nation.

Civil

disobedience:R

efusalto

obeylaw

s.T

histactic

isusually

passiveand

nonviolent,aim

edat

bringinginjustices

tothe

attentionof

lawm

akersand

thepublic

atlarge.A

nexam

pleof

civildisobedience

was

theA

merican

Civil

Rights

Movem

entin

the1950s

and1960s.

Civil

rights:Protections

andprivileges

givento

allU

nitedStates

citizensby

theC

onstitutionand

Bill

ofR

ights.

Civil

society:T

hespheres

ofvoluntary

individual,social

andeconom

icrelationships

andorganizations

thatalthough

limited

bylaw

arenot

partof

governmental

institutions.

Classical

republicanism:

Refers

togovernm

entthat

seeksthe

publicor

comm

ongood

ratherthan

thegood

ofa

particulargroup

orclass

ofsociety.

Com

mon

orpublic

good:B

enefitor

interestof

apolitically

organizedsociety

asa

whole.

Confederal:

Relating

toa

leagueof

independentstates.

Constitutional

government:A

formof

authorityin

which

alegal

structuredetails

thepow

ersavailable

toeach

branchof

government

andthe

rightsof

theindividual

inrelation

tothe

government.A

nyaction

bygovernm

entthat

isnot

inaccord

with

theC

onstitutionis

consideredillegitim

ate.

Dem

ocracy:Form

ofgovernm

entin

which

politicalcontrol

isexercised

bythe

people,either

directlyor

throughtheir

electedrepresentatives.

Diplom

acy:T

heart

andpractice

ofconducting

negotiationsbetw

eennations.

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Direct

democracy:

Formof

government

inw

hichthe

peoplecom

pletelyexercise

politicaldecisions.

Diversity:

Stateof

beingdifferent;

variety.

Docum

entsof

government:

Papersnecessary

forthe

organizationand

powers

ofgovernm

ent.

Double

jeopardy:A

conceptestablished

bylaw

thatsays

aperson

cannotbe

triedtw

icefor

thesam

eoffense.

Itis

partof

theFifth

Am

endment,

which

statesthat

‘‘noperson

shall...besubject

forthe

same

offenseto

betw

iceput

injeopardy

oflife

orlim

b.’’

Due

processof

law:

Right

ofevery

citizento

beprotected

againstarbitrary

actionby

government.

Econom

icrights:

Financialchoices

andprivileges

thatindividuals

may

selectw

ithoutgovernm

entprohibition.

Econom

icrights

would

include:right

toow

nproperty,

changeem

ployment,

operatea

businessand

joina

laborunion.

Electoral

College:

The

groupof

presidentialelectors

thatcasts

theofficial

votesfor

presidentafter

thepresidential

election.E

achstate

hasa

number

ofelectors

equalto

thetotal

ofits

mem

bersin

theSenate

andH

ouseof

Representatives.

Enum

eratedpow

ers:Pow

ersthat

arespecifically

grantedto

Congress

byA

rticleI,

Section8

ofthe

Constitution.

Equal

protection:A

nidea

thatno

individualor

groupm

ayreceive

specialprivileges

fromnor

beunjustly

discriminated

againstby

thepolitical

authorityof

thelegal

system.

Equality:

The

conditionof

possessingsubstantially

thesam

erights,

privilegesand

imm

unities,and

beingsubstantially

responsiblefor

thesam

eduties

asother

mem

bersof

society.

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Federal

Supremacy

Clause:A

rticleV

Iof

theC

onstitutionprovides

thatthe

Constitution

andall

federallaw

sand

treatiesshall

bethe

‘‘Supreme

Law

ofthe

Land.’’

Therefore,

allfederal

laws

takeprecedence

overstate

andlocal

laws.

Federal

system(or

Federalism

):Form

ofpolitical

organizationin

which

governmental

power

isdivided

between

acentral

government

andterritorial

subdivisions(e.g.,

inthe

United

States—the

national,state

andlocal

governments).

Federalism

:T

hedistribution

ofpow

erin

agovernm

entbetw

eena

centralauthority

andstates

andthe

distributionof

power

among

statesw

ithm

ostpow

ersretained

bycentral

government.

Foreign

Policy:

Actions

ofthe

federalgovernm

entdirected

tom

attersbeyond

United

States’borders,

especiallyrelations

with

othercountries.

Governm

ent:Institutions

andprocedures

throughw

hicha

territoryand

itspeople

areruled.

Habeas

Corpus:

Court

orderdem

andingthat

theindividual

incustody

bebrought

intocourt

andshow

nthe

causefor

detention.H

abeascorpus

isguaranteed

bythe

Constitution

andcan

besuspended

onlyin

thecase

ofrebellion

orinvasion.

Individualresponsibility:

Fulfillingthe

moral

andlegal

obligationsof

mem

bershipin

society.

Individualrights:

Justclaim

sdue

aperson

bylaw

,m

oralityor

traditionas

opposedto

thosedue

togroups.

Interestgroup:

Organized

bodyof

individualsw

hoshare

same

goalsand

tryto

influencepublic

policyto

meet

thosegoals.

Internationalorganizations:

Groups

formed

bynation-states

toachieve

comm

onpolitical,

socialor

economic

goals.

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JudicialR

eview:

Doctrine

thatperm

itsthe

federalcourts

todeclare

unconstitutional,and

thusnull

andvoid,

actsof

theC

ongress,the

executivebranch

andthe

states.T

heprecedent

forjudicial

revieww

asestablished

inthe

1803case

ofM

arburyv.

Madison.

Justice:T

hatw

hichm

aybe

obtainedthrough

fairdistribution

ofbenefits

andburdens,

faircorrection

ofw

rongsand

injuries,or

useof

fairprocedures

ingathering

information

andm

akingdecisions.

Leadership:

Stateor

conditionof

onew

hoguides

orgoverns.

Liberal

Dem

ocracy:G

overnment

thatrecognizes

thatthe

individualhas

rightsthat

existindependently

ofgovernm

entand

which

oughtto

beprotected

byand

againstgovernm

ent.

Liberty:

Freedomfrom

restraintunder

conditionsessential

tothe

equalenjoym

entof

thesam

eright

byothers.

Lim

itedgovernm

ent:A

legalstructure

where

officialsin

authoritydo

nothave

enormous

power.

The

Constitution

ofthe

United

Stateslim

itsgovernm

entthrough

methods

ofchecks

andbalances.

Majority

rule:D

ecisionby

more

thanhalf

ofthose

participatingin

thedecision-m

akingprocess.

Minority

rights:O

pportunitiesthat

am

ember

isentitled

tohave,

orto

receivefrom

othersw

ithinthe

limits

ofthe

law,

eventhough

he/shem

aynot

bepart

ofthe

controllinggroup.

Nation-state:

Divisions

ofthe

world

inw

hicheach

stateclaim

ssovereignty

overdefined

territoryand

jurisdictionover

everyonew

ithinit.

These

statesinteract

usingdiplom

acy,form

alagreem

entsand

sanctionsthat

may

bepeaceful

orm

ayinvolve

theuse

offorce.

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NA

TO

:N

orthA

tlanticT

reatyO

rganization,an

internationaltransatlantic

partnershipconsisting

ofvarious

European

states,the

United

Statesand

Canada,

which

was

designedthrough

cooperation,consultation

andcollective

defenseto

maintain

peaceand

promote

stabilitythroughout

Europe.

Non-governm

entalorganization:

Agroup

ina

freesociety

thatis

nota

partof

anygovernm

entinstitution

anddoes

notderive

itspow

erfrom

government.

OA

S:O

rganizationof

Am

ericanStates,

aninternational

governmental

organizationform

edby

thestates

ofN

orthand

SouthA

merica

forsecurity

andthe

protectionof

mutual

interests.

Oligarchy:

Agovernm

entin

which

asm

allgroup

exercisescontrol.

These

systems

areusually

basedon

wealth,

military

power

orsocial

position.

Patriotism

:A

feelingof

pridein

andrespect

forone’s

country.

Personal

rights:Private

legalprivileges

anddecisions

thatindividuals

arefree

toparticipate

inw

ithoutintervention

fromgovernm

ent.Personal

rightsw

ouldinclude

theright

tovote,

petition,assem

ble,and

seekpublic

office.

Political

party:A

nygroup,

however

looselyorganized,

thatseeks

toelect

government

officialsunder

agiven

label.

Political

rights:L

egalclaim

sby

citizensto

participatein

government

andbe

treatedfairly.

Politicalrights

would

includethe

rightto

vote,petition,

assemble,

andseek

publicoffice.

Popular

sovereignty:T

heconcept

thatultim

atepolitical

authorityrests

with

thepeople

tocreate,

alteror

abolishgovernm

ents.

Presum

ptionof

innocence:T

helegal

conceptthat

acrim

inaldefendant

isnot

guiltyuntil

theprosecution

provesevery

element

ofthe

crime,

beyonda

reasonabledoubt.

Privacy:

The

rightto

beleft

alone;the

rightof

anindividual

tow

ithholdone’s

selfand

one’sproperty

frompublic

scrutinyif

oneso

chooses.

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Public

service:A

ctionof

benefitto

local,state

ornational

comm

unitiesthrough

appointedor

electedoffice.

Representative

Dem

ocracy:Formof

government

inw

hichpow

eris

heldby

thevoters

andis

exercisedindirectly

throughelected

representativesw

hom

akedecisions.

Republic:

Formof

government

inw

hichpolitical

controlis

exercisedthrough

electedrepresentatives.

Republican

formof

government:

Systemof

government

inw

hichpow

eris

heldby

thevoters

andis

exercisedby

electedrepresentatives

responsiblefor

promoting

thecom

mon

welfare.

Right

againstself-

incrimination:

Individualright

foundin

theFifth

Am

endment

tothe

United

StatesC

onstitutionthat

preventsan

individualfrom

beingforced

totestify

againsthim

selfor

herself.

Right

ofappeal:

The

rightto

seekreview

bya

superiorcourt

ofan

injusticedone

orerror

comm

ittedby

aninferior

court,w

hosejudgm

entor

decisionthe

courtabove

iscalled

uponto

corrector

reverse.

Right

tocounsel:

Individualright

foundin

theSixth

Am

endment

tothe

Constitution

thatrequires

criminal

defendantsto

haveaccess

tolegal

representation.

Rule

ofL

aw:

Principlethat

everym

ember

ofa

society,even

aruler,

must

followthe

law.

Separationof

powers:

Distribution

among

thebranches

ofgovernm

entto

ensurethat

thesam

eperson

orgroup

will

notm

akethe

law,

enforcethe

lawand

interpretthe

law.

State:A

comm

onwealth;

anation;

acivil

power.

Treaty:

Formal

agreement

between

oram

ongsovereign

nationsto

createor

restrictrights

andresponsibilities.

Inthe

United

Statesall

treatiesm

ustbe

approvedby

atw

o-thirdsvote

inthe

Senate.

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Trial

byjury:

Individualright

foundin

theSixth

andSeventh

Am

endment

ofthe

Constitution

thatguarantees

aperson

anim

partialjury.

Truth:

Agreem

entof

thoughtand

realitythat

caneventually

beverified.

Unitary

government:

An

authoritativesystem

inw

hichall

regulatorypow

eris

vestedin

acentral

government

fromw

hichregional

andlocal

governments

derivetheir

powers

(e.g.,G

reatB

ritainand

Franceas

well

asthe

Am

ericanstates

within

theirspheres

ofauthority).

United

Nations:

Internationalorganization

comprising

most

ofthe

nation-statesof

thew

orld.It

was

formed

in1945

toprom

otepeace,

securityand

economic

development.

Unlim

itedgovernm

ent:A

legalstructure

where

officialsin

authorityhave

unrestrictedpow

er.E

xamples

ofunlim

itedgovernm

entsw

ouldbe

authoritarianor

totalitariansystem

sw

ithoutrestraints

ontheir

power.

World

Court:

Court

inthe

Hague,

theN

etherlands,set

upby

theU

nitedN

ationstreaty

tow

hichnations

may

voluntarilysubm

itdisputes.

Academ

icStandards

forE

conomics

XV

I.T

AB

LE

OF

CO

NT

EN

TS

Introduction................................................X

VII.

TH

EA

CA

DE

MIC

STA

ND

AR

DS

Econom

icSystem

s.............................................6.1.A

.Sim

ilaritiesand

Differences

inE

conomic

Systems

B.

Traditional,

Com

mand

andM

arketE

conomics

C.

Measures

ofE

conomic

Activity

D.

Expansion,

Recession

andD

epressionin

theE

conomy

Markets

andthe

Functions

ofG

overnments.......................6.2.

A.

Market

Transactions

B.

Costs

andB

enefitsof

Com

petitionC

.Function

ofM

oneyD

.E

conomic

InstitutionsE

.C

hangesin

Supplyand

Dem

andF.

Forcesthat

Can

Change

Price

Ch.

4A

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G.

Sourcesof

TaxR

evenueH

.E

conomic

Roles

forG

overnments

I.Public

Goods

J.C

ostsand

Benefits

ofTaxation

K.

Impact

ofM

ediaon

theC

ostand

Benefits

ofD

ecisionsL

.E

xchangeR

atesScarcity

andC

hoice...........................................6.3.

A.

Scarcityand

Lim

itedR

esourcesB

.E

conomic

Reasoning

ofC

hoicesC

.A

llocationof

Resources

D.

MarginalA

nalysisand

Decision-M

akingE

.O

pportunityC

ostF.

IncentivesE

conomic

Interdependence.....................................6.4.

A.

SpecializationB

.T

radeC

.Im

plementation

orR

eductionof

Trade

Barriers

D.

PennsylvaniaE

conomic

PatternsE

.G

lobalProduction

andC

onsumption

ofG

oodsor

ServicesF.

Com

parativeA

dvantageG

.G

eographicPatterns

ofE

conomic

Activities

Work

andE

arnings...........................................6.5.

A.

FactorsInfluencing

Wages

B.

Labor

ProductivityC

.Type

ofB

usinessesD

.Profits

andL

ossesE

.D

istributionof

Wealth

F.E

ntrepreneurshipG

.C

ostsand

Benefits

ofSaving

H.

Impact

ofInterest

Rates

Glossary

..................................................X

VIII.

XV

II.IN

TR

OD

UC

TIO

NT

hisdocum

entincludes

Academ

icStandards

forE

conomics

thatdescribe

what

studentsshould

knowand

beable

todo

infive

areas:•

6.1.E

conomic

Systems

•6.2.

Markets

andthe

Functionsof

Governm

ents•

6.3.Scarcity

andC

hoice•

6.4.E

conomic

Interdependence•

6.5.W

orkand

Earnings

The

Econom

icStandards

describew

hatstudents

shouldknow

andbe

ableto

doat

fourgrade

levels(third,

sixth,ninth

andtw

elfth).T

heyreflect

theincreas-

ingcom

plexityand

sophisticationthat

studentsare

expectedto

achieveas

they

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progressthrough

school.T

hisdocum

entattem

ptsto

avoidrepetition

andm

akesobvious

progressionacross

gradelevels.

Topicsand

conceptsin

Econom

icsdirectly

relateto

Environm

entandE

cologyStandard

4.2and

Geography

Standard7.3.

As

asocial

science,E

conomics

Standardsshould

beC

ross-Walked

andrelated

tothe

Civics

andG

overnment,

Geography

andH

istoryStandards

tocre-

atean

interdisciplinaryview

ofthe

world.

Econom

icsis

concernedw

iththe

behaviorof

individualsand

institutionsengaged

inthe

production,exchange

andconsum

ptionof

goodsand

services.As

technologyhelps

toreshape

theeconom

y,know

ledgeof

howthe

world

works

iscritical.People

enteringthe

workforce

cannotfunction

effectivelyw

ithouta

basicknow

ledgeof

thecharacteristics

ofeconom

icsystem

s,how

markets

establishprices,

howscarcity

andchoice

affectthe

allocationof

resources,the

globalnature

ofeconom

icinterdependence

andhow

work

andearnings

impact

produc-tivity.

AP

ennsylvaniagovernor

remarked,

‘‘Am

ongthe

freedoms

we

enjoyin

Am

ericain

ourpursuit

ofhappiness

isthe

freedomto

beindependent,

creative,visionary

andentrepreneurial.

We

arefree

topursue

dreams...’’

Tosucceed,

however,

everystudent

must

knowhow

tom

anageresources,

preparefor

thew

orkforce,m

akew

iseinvestm

entsand

beinform

edabout

publicpolicy.

These

standardsare

intendedto

providedirection

inlearning

howeconom

icactivity

impacts

theforces

ofeveryday

life.T

heacadem

icstandards

forE

conomics

consistoffive

standardcategories

(des-ignated

as6.1.,6.2.,6.3.,6.4.and

6.5.).Each

categoryhas

anum

berof

standardsstatem

entsdesignated

bya

capitalletter.

Some

standardstatem

entshave

bulleteditem

sknow

nas

standarddescriptors.

The

standarddescriptors

areitem

sw

ithinthe

document

toillustrate

andenhance

thestandard

statement.

The

categories,statem

entsand

descriptorsare

regulations.T

hedescriptors

may

befollow

edby

an‘‘e.g.’’

The

“e.g.’s”are

examples

toclarify

what

typeof

information

couldbe

taught.These

aresuggestions

andthechoice

ofspecific

contentis

alocal

decisionas

isthe

method

ofinstruction.

Econom

icsalong

with

Civics

andG

overnment,

Geography,

andH

istoryare

identifiedas

SocialStudies

inC

hapter4.

This

identificationis

consistentw

ithcitizenship

educationin

Chapter

49and

Chapter

354.Based

onthese

regulations,social

studies/citizenshipprogram

sshould

includefour

setsof

standardsas

anentity

indeveloping

ascope

andsequence

forcurriculum

andplanned

instruction.A

glossaryis

includedto

assistthe

readerin

clarifyingterm

inologycontained

inthe

standards.

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6.1. Economic Systems

6.1.3. GRADE 3 6.1.6. GRADE 6 6.1.9. GRADE 9 6.1.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

A. Describe how individuals, familiesand communities with limitedresources make choices.

A. Describe and identify thecharacteristics of traditional,command and market systems.

A. Analyze the similarities anddifferences in economic systems.

A. Evaluate the strengths andweaknesses of traditional,command and market economics.

B. Describe alternative methods ofallocating goods and services andadvantages and disadvantages ofeach.

B. Explain the three basic questionsthat all economic systems attemptto answer.• What goods and servicesshould be produced?• How will goods and servicesbe produced?• Who will consume goods andservices?

B. Explain how traditional,command and market economiesanswer the basic economicquestions.

B. Analyze the impact of traditional,command and market economieson the United States economy.

C. Identify local economic activities.• Employment• Output

C. Define measures of economicactivity and relate them to thehealth of the economy.• Prices• Employment• Output

C. Explain how economic indicatorsreflect changes in the economy.• Consumer Price Index (CPI)• Gross Domestic Product(GDP)• Unemployment rate

C. Assess the strength of theregional, national and/orinternational economy andcompare it to another time periodbased upon economic indicators.

D. Identify examples of localbusinesses opening, closing,expanding or contracting.

D. Explain the importance ofexpansion and contraction onindividual businesses (e.g.,gourmet food shops, auto repairshops, ski resorts).

D. Describe historical examples ofexpansion, recession anddepression in the United States.

D. Describe historical examples ofexpansion, recession, anddepression internationally.

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6.2. Markets and the Functions of Governments

6.2.3. GRADE 3 6.2.6. GRADE 6 6.2.9. GRADE 9 6.2.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

A. Define and identify goods,services, consumers and producers.

A. Describe market transactions interms of goods, services,consumers and producers.

A. Explain the flow of goods,services and resources in amixed economy.

A. Analyze the flows of products,resources and money in a mixedeconomy.

B. Identify ways local businessescompete to get customers.

B. Describe the costs and benefitsof competition to consumers inmarkets.

B. Analyze how the number ofconsumers and producers affectsthe level of competition within amarket.

B. Evaluate the operation ofnoncompetitive markets.

C. Identify and compare means ofpayment.• Barter• Money

C. Explain the function of moneyand its use in society.

C. Explain the structure and purposeof the Federal Reserve System.

C. Analyze policies designed toraise or lower interest rates andhow the Federal Reserve Boardinfluences interest rates.

D. Identify groups of competingproducers in the local area.

D. Define economic institutions(e.g., banks, labor unions).

D. Analyze the functions ofeconomic institutions (e.g.,corporations, not-for-profitinstitutions).

D. Evaluate changes in economicinstitutions over time (e.g. stockmarkets, nongovernmentorganizations).

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6.2. Markets and the Functions of Governments

6.2.3. GRADE 3 6.2.6. GRADE 6 6.2.9. GRADE 9 6.2.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

E. Identify who supplies a productand who demands a product.

E. Explain how the interaction ofbuyers and sellers determinesprices and quantities exchanged.

E. Explain the laws of supply anddemand and how these affect theprices of goods and services.

E. Predict how changes in supplyand demand affect equilibriumprice and quantity sold.

F. Define price and identify the pricesof different items.

F. Describe how prices influenceboth buyers and sellers andexplain why prices may vary forsimilar products.

F. Analyze how competition amongproducers and consumers affectsprice, costs, product quality,service, product design andvariety and advertising.

F. Identify and analyze forces thatcan change price.• Government actions• Weather conditions• International events

G. Define what a tax is and identify atax paid by most families.

G. Explain how taxes affect theprice of goods and services.

G. Contrast the largest sources oftax revenue with where most taxrevenue is spent in Pennsylvania.

G. Evaluate types of tax systems.• Progressive• Proportional• Regressive

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6.2. Markets and the Functions of Governments

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Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

H. Identify government involvementin local economic activities.

H. Describe the Pennsylvania andUnited States governments’ rolesin monitoring economicactivities.

H. Analyze the economic roles ofgovernments in marketeconomies.• Economic growth and

stability• Legal frameworks• Other economic goals (e.g.,environmental protection,

competition)

H. Evaluate the economic roles ofgovernments.• Macroeconomics (e.g.,

tariffs and quotas, exchangerates, trade balance)• Microeconomics (e.g., pricecontrols, monopolies, cartels)

I. Identify goods and servicesproduced by the government (e.g.,postal service, food inspection).

I. Identify and describe publicgoods.

I. Explain how government providespublic goods.

I. Evaluate government decisions toprovide public goods.

J. Explain the relationship betweentaxation and government services.

J. Explain the cost and benefits oftaxation.

J. Contrast the taxation policies ofthe local, state and nationalgovernments in the economy.

J. Evaluate the social, political andeconomic changes in tax policyusing cost/benefit analysis.

K. Identify forms of advertisingdesigned to influence personalchoice.

K. Explain how advertisementsinfluence perceptions of the costsand benefits of economicdecisions.

K. Interpret how media reports caninfluence perceptions of the costsand benefits of decisions.

K. Analyze the impact of media ondecision-making of consumers,producers and policymakers.

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Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

L. Explain why most countries createtheir own form of money.

L. Explain what an exchange rate is. L. Explain how the price of onecurrency is related to the price ofanother currency (e.g., Japaneseyen in American dollar, Canadiandollar in Mexican nuevo peso).

L. Analyze how policies andinternational events may changeexchange rates.

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6.3. Scarcity and Choice

6.3.3. GRADE 3 6.3.6. GRADE 6 6.3.9. GRADE 9 6.3.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

A. Define scarcity and identifylimited resources scarcity.

A. Explain how scarcity influenceschoices and behaviors.• Personal decision-making• Family decision-making• Community decision-making

A. Describe ways to deal withscarcity.• Community• Pennsylvania• United States

A. Analyze actions taken as a resultof scarcity issues in the regional,national and internationaleconomies.

B. Define and identify wants ofdifferent people.

B. Explain how limited resourcesand unlimited wants causescarcity.

B. Analyze how unlimited wantsand limited resources affectdecision-making.

B. Evaluate the economic reasoningbehind a choice.

C. Identify and define natural, humanand capital resources.

C. Describe the natural, human andcapital resources used to producea specific good or service.

C. Explain how resources can beused in different ways to producedifferent goods and services.

C. Evaluate the allocation ofresources used to produce goodsand services.

D. Identify costs and benefitsassociated with an economicdecision.

D. Explain the costs and benefits ofan economic decision.

D. Explain marginal analysis anddecision-making.

D. Evaluate regional, national orinternational economic decisionsusing marginal analysis.

E. Explain what is given up whenmaking a choice.

E. Define opportunity cost anddescribe the opportunity cost of apersonal choice.

E. Explain the opportunity cost of apublic choice from differentperspectives.

E. Analyze the opportunity cost ofdecisions by individuals,businesses, communities andnations.

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6.3. Scarcity and Choice

6.3.3. GRADE 3 6.3.6. GRADE 6 6.3.9. GRADE 9 6.3.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

F. Explain how self interest influenceschoice.

F. Explain how negative andpositive incentives affect choices.

F. Explain how incentives affect thebehaviors of workers, savers,consumers and producers.

F. Evaluate in terms of marginalanalysis how incentives influencedecisions of consumers, producersand policy makers.

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6.4. Economic Interdependence

6.4.3. GRADE 3 6.4.6. GRADE 6 6.4.9. GRADE 9 6.4.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

A. Define specialization and theconcept of division of labor.

A. Explain the advantages anddisadvantages of specializationand division of labor.

A. Explain why specialization maylead to increased production andconsumption.

A. Analyze how specialization mayincrease the standard of living.

B. Explain why people trade. B. Explain how specialization leadsto more trade between peopleand nations.

B. Explain how trade may improvea society’s standard of living.

B. Analyze the relationshipsbetween trade, competition andproductivity.

C. Explain why goods, services andresources come from all over thenation and the world.

C. Identify and define imports,exports, inter-regional trade andinternational trade.

C. Explain why governmentssometimes restrict or subsidizetrade.

C. Evaluate how a nation mightbenefit by lowering or removingtrade barriers.

D. Identify local resources.• Natural (renewable,

nonrenewable and flowresources)

• Human• Capital

D. Explain how the locations ofresources, transportation andcommunication networks andtechnology have affectedPennsylvania economic patterns.• Agriculture (e.g., farms)• Forestry (e.g., logging)• Mining and mineral

extraction (e.g., coal fields)• Manufacturing (e.g., steelmills)• Wholesale and retail (e.g.,super stores, internet)

D. Explain how the locations ofresources, transportation andcommunication networks andtechnology have affected UnitedStates economic patterns.• Labor markets (e.g., migrantworkers)• Interstate highway system andsea and inland ports (e.g.,

movement of goods)• Communication technologies(e.g., facsimile transmission,

satellite-basedcommunications)

D. Explain how the locations ofresources, transportation andcommunication networks andtechnology have affectedinternational economic patterns.

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6.4. Economic Interdependence

6.4.3. GRADE 3 6.4.6. GRADE 6 6.4.9. GRADE 9 6.4.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

E. Define specialization and identifyexamples of interdependence.

E. Explain how specialization andtrade lead to interdependence.

E. Analyze how Pennsylvaniaconsumers and producersparticipate in the globalproduction and consumption ofgoods or services.

E. Analyze how United Statesconsumers and producersparticipate in the globalproduction and consumption ofgoods or services.

F. Explain why some products areproduced locally while others arenot.

F. Explain how opportunity costsinfluence where goods andservices are produced locally andregionally.

F. Explain how opportunity cost canbe used to determine the productfor which a nation has acomparative advantage.

F. Evaluate how trade is influencedby comparative advantage andopportunity costs.

G. Identify local geographic patternsof economic activities.• Agriculture• Travel and tourism• Mining and mineral extraction• Manufacturing• Wholesale and retail• Health services

G. Describe geographic patterns ofeconomic activities inPennsylvania.• Agriculture• Travel and tourism• Mining and mineral

extraction• Manufacturing• Wholesale and retail• Health services

G. Describe geographic patterns ofeconomic activities in the UnitedStates.• Primary—extractive

industries (i.e., farming,fishing, forestry, mining)• Secondary—materials

processing industries (i.e.,manufacturing)• Tertiary—service industries(e.g., retailing, wholesaling,

finance, real estate, travel andtourism, transportation)

G. Evaluate characteristics anddistribution of internationaleconomic activities.• Primary—extractive

industries (i.e., farming,fishing, forestry, mining)• Secondary—materials

processing industries (i.e.,manufacturing)• Tertiary—service industries(e.g., retailing, wholesaling,

finance, real estate, travel andtourism, transportation)

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6.5. Work and Earnings

6.5.3. GRADE 3 6.5.6. GRADE 6 6.5.9. GRADE 9 6.5.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

A. Explain why people work to getgoods and services.

A. Recognize that the availability ofgoods and services is the resultof work by members of thesociety.

A. Define wages and explain howwages are determined by thesupply of and demand ofworkers.

A. Analyze the factors influencingwages.• Demand for goods and services

produced• Labor unions• Productivity• Education/skills

B. Identify different occupations. B. Explain the concept of laborproductivity.

B. Describe how productivity ismeasured and identify ways inwhich a person can improve hisor her productivity.

B. Evaluate how changes ineducation, incentives, technologyand capital investment alterproductivity.

C. Describe businesses that providegoods and businesses that provideservices.

C. Compare the number ofemployees at different businesses.

C. Identify and explain thecharacteristics of the three typesof businesses.• Sole Proprietorship• Partnership• Corporation

C. Analyze the costs and benefits oforganizing a business as a soleproprietorship, partnership orcorporation.

D. Define profit and loss. D. Explain how profits and lossesserve as incentives.

D. Analyze how risks influencebusiness decision-making

D. Analyze the role of profits andlosses in the allocation ofresources in a market economy.

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6.5. Work and Earnings

6.5.3. GRADE 3 6.5.6. GRADE 6 6.5.9. GRADE 9 6.5.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

E. Identify examples of assets.• Tangible (e.g., houses, cars,jewelry)• Financial assets (e.g., stocks,bonds, savings accounts)

E. Describe how people accumulatetangible and financial assetsthrough income, saving, andfinancial investment.

E. Define wealth and describe itsdistribution within and amongthe political divisions of theUnited States.

E. Compare distribution of wealthacross nations.

F. Define entrepreneurship andidentify entrepreneurs in the localcommunity.

F. Identify entrepreneurs inPennsylvania.• Historical• Contemporary

F. Identify leading entrepreneurs inPennsylvania and the UnitedStates and describe the risks theytook and the rewards theyreceived.

F. Assess the impact ofentrepreneurs on the economy.

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ennsylvania

6.5. Work and Earnings

6.5.3. GRADE 3 6.5.6. GRADE 6 6.5.9. GRADE 9 6.5.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

G. Define saving and explain whypeople save.

G. Identify the costs and benefits ofsaving.• Piggy banks• Savings accounts• U.S. Savings Bonds

G. Explain the differences amongstocks, bonds and mutual funds.

G. Analyze the risks and returns ofvarious investments.• Stocks• Bonds• Mutual funds• Savings bonds• Retirement savings (e.g.,Individual Retirement Account

(IRA), Keogh, 401K)• Savings accounts (e.g.,

passbook, certificate ofdeposit)

H. Explain how banks bring saversand borrowers together.

H. Describe why there is adifference between interest ratesfor saving and borrowing.

H. Explain the impact of higher orlower interest rates for savers,borrowers, consumers andproducers.

H. Evaluate benefits and costs ofchanges in interest rates toindividuals and society.

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XV

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LO

SSAR

Y

Barter:

The

directexchange

ofgoods

orservices

between

people.

Bond:

Afinancial

promise

foran

investment

issuedby

acorporation

orgovernm

entw

ithregular

interestpaym

entsand

repayment

ata

laterdate.

Capital

resources:T

hephysical

equipment

usedin

theproduction

ofgoods

andservices.

Cartels:

Agroup

ofsellers

actingtogether

inthe

market.

Circular

flow:

The

movem

entof

resources,goods,

andservices

throughan

economy.A

sa

diagram,

itcan

showhow

householdsand

businessfirm

sinteract

with

eachother

inthe

productand

resourcem

arkets.

Com

mand

economy:

Asystem

inw

hichdecisions

arem

adelargely

byan

authoritysuch

asa

feudallord

orgovernm

entplanning

agency.

Com

parativeadvantage:

Econom

ictheory

thata

country/individualshould

sellgoods

andservices

which

itcan

produceat

relativelylow

ercosts

andbuy

goodsand

servicesw

hichit

canproduce

atrelatively

highercosts.

Com

petition:T

herivalry

among

peopleand/or

businessfirm

sfor

resourcesand/or

consumers.

Consum

er:O

new

hobuys

orrents

goodsor

servicesand

usesthem

.

Consum

erP

riceIndex:

The

priceindex

most

comm

onlyused

tom

easurethe

impact

ofchanges

inprices

onhouseholds;

thisindex

isbased

ona

standardm

arketbasket

ofgoods

andservices

purchasedby

atypical

urbanfam

ily.

Corporation:

Abusiness

firmthat

isow

nedby

stockholdersand

isa

legalentity

with

rightsto

buy,sell

andm

akecontracts.

Itschief

advantageis

thateach

owner’s

liabilityis

limited

tothe

amount

ofm

oneyhe

orshe

hasinvested

inthe

company.

Cost:

What

isgiven

upw

hena

choiceis

made;

monetary

and/ornon

monetary.

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Cost/benefit

analysis:T

heprocess

ofw

eighingall

predictedcosts

againstthe

predictedbenefits

ofan

economic

choice.

Deflation:

Ageneral

declinein

theprice

level.

Dem

and:T

hedifferent

quantitiesof

aresource,

goodor

servicethat

potentialbuyers

arew

illingand

ableto

purchaseat

variouspossible

pricesduring

aspecific

time

period.

Depression:

Asevere

recessionin

terms

ofm

agnitudeor

length,or

both.

Division

oflabor:

Am

ethodof

organizingproduction

whereby

eachw

orkerspecializes

inpart

ofthe

productiveprocess.

Econom

icgrow

th:A

nincrease

ina

society’soutput.

Econom

icsystem

s:T

hew

ayssocieties

organizeto

determine

what

goodsand

servicesshould

beproduced,

howgoods

andservices

shouldbe

producedand

who

will

consume

goodsand

services.E

xamples

includetraditional,

comm

andand

market.

Econom

ics:T

hestudy

ofthe

behaviorof

individualsand

institutionsengaged

inthe

production,distribution

andconsum

ptionof

goodsand

services.

Entrepreneur:

Individualw

hobegins,

manages

andbears

therisks

ofa

business(e.g.,

Milton

Hershey,

F.W.

Woolw

orth).

Equilibrium

price:T

heoutlay

atw

hichquantity

demanded

equalsquantity

supplied;m

arketclearing

price.

Exchange

rate:T

heprice

ofone

country’scurrency

measured

interm

sof

anothercountry’s

currency(e.g.,

Am

ericandollar

inG

erman

mark,

Japaneseyen

inC

anadiandollar).

Federal

Reserve

System:

The

‘‘Central

Bank’’

ofthe

United

States(consisting

ofthe

Board

ofG

overnorsand

12district

banks)w

hichcontrols

monetary

policy;som

etimes

referredto

as‘‘T

heFed’’

orFederal

Reserve.

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Fiscal

policy:G

overnment

decisionson

taxationand

spendingto

achieveeconom

icgoals.

Flow

resources:Tem

poralenergy

forcesthat

areneither

renewable

nornonrenew

able,but

must

beused

as,w

henand

where

theyoccur

orthey

arelost

(e.g.,w

ind,sunlight).

Gross

Dom

esticP

roduct:T

hem

arketvalue

ofthe

totaloutput

offinal

goodsand

servicesproduced

byan

economy

ina

giventim

eperiod,

usually1

year.

Goods:

Objects

thatcan

satisfypeople’s

wants.

Household:

The

groupof

peopleliving

togetherunder

oneroof;

agroup

ofindividuals

whose

economic

decisionm

akingis

interrelated.

Hum

anresources:

People’sintellectual

andphysical

abilities.

Incentives:Factors

thatm

otivateor

influencehum

anbehavior.

Income:

Payments

earnedby

peoplein

exchangefor

providingresources

usedto

producegoods

andservices.

Inflation:A

generalrise

inthe

pricelevel.

Interdependence:Ideas,

goodsand

servicesin

onearea

affectdecisions

andevents

inother

areasreducing

self-sufficiency.

Interest:Paym

entm

adefor

theuse

ofborrow

edm

oney.

Interestrate:

The

priceof

borrowed

money.

Labor

force:T

hatpart

ofthe

populationw

hichis

employed

oractively

seekingem

ployment.

Labor

union:A

norganization

ofw

orkersw

hoseek

toim

provetheir

comm

oninterests.

Labor

productivity:T

hetotal

outputdivided

bythe

quantityof

laborem

ployedto

produceit.

Law

ofdem

and:T

helow

erthe

priceof

agood

orservice,

thegreater

thequantity

thatpeople

will

buy,all

elseheld

constant(e.g.,

incomes,

tastes).

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Law

ofsupply:

The

higherthe

priceof

agood

orservice,

thegreater

thequantity

thatbusiness

will

sell,all

elseheld

constant(e.g.,

resourcecosts,

technology).

Loss:

The

differencethat

arisesw

hena

firm’s

totalrevenues

areless

thanits

totalcosts.

Macroeconom

ics:Study

ofaggregate

economic

activityincluding

howthe

economy

works

asa

whole.

Seeksto

identifylevels

ofN

ationalincom

e,output,

employm

entand

prices.

Marginal

analysis:A

decisionm

akingtool

thatw

eighsadditional

costsand

benefits.

Market:

Aplace

orprocess

throughw

hichgoods

andservices

areexchanged.

Market

economy:

An

economic

systemin

which

decisionsare

made

largelyby

theinteractions

ofbuyers

andsellers.

Microeconom

ics:Study

ofthe

behaviorsof

consumers,

firms

anddeterm

inationof

them

arketprices.

Mixed

economy:

An

economic

systemin

which

decisionsare

made

bym

arkets,governm

entand

tradition.

Monetary

policy:G

overnment

decisionson

money

supplyand

interestrates

toachieve

economic

goals.

Money:

Am

ediumof

exchange.

Money

supply:T

heam

ountof

liquidassets

which

existsin

theeconom

yat

agiven

time

(e.g.,currency,

checkabledeposits,

travelers’checks).

Mutual

fund:A

ninvestm

entoption

thatuses

cashfrom

apool

ofsavers

tobuy

aw

iderange

ofsecurities.

Natural

resources:A

nythingfound

innature

thatcan

beused

toproduce

aproduct

(e.g.,land,

water,

coal).

Nonrenew

ableresources:

Finiteelem

entsthat

cannotbe

replacedonce

theyare

used(e.g.,

petroleum,

minerals).

Opportunity

cost:T

hehighest

valuedalternative

givenup

when

adecision

ism

ade.

Output:

The

totalam

ountof

acom

modity

produced.

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Partnership:

Abusiness

inw

hichow

nershipis

sharedby

two

orm

orepeople

who

receiveall

theprofits

andrew

ardsand

bearall

thelosses

andrisks.

Price:

The

amount

peoplepay

inexchange

forunit

ofa

particulargood

orservice.

Price

control:G

overnment

restraintof

pricesto

keepthe

costof

livingdow

n.It

most

usuallyhappens

intim

eof

war,

butthere

arealso

instancesin

peacetime.

Price

index:A

measure

ofthe

averagelevel

ofcosts

atone

time

compared

tothe

averagelevel

ofcosts

atanother

time.

Producer:

One

who

makes

goodsor

services.

Productivity:

Am

ountof

outputper

unitof

inputover

aperiod

oftim

e.It

isused

tom

easurethe

efficiencyw

ithw

hichinputs

canbe

used.

Profit:

Totalrevenue

minus

totalcosts.

Progressive

tax:A

levyfor

which

thepercentage

ofincom

eused

topay

thelevy

increasesas

thetaxpayer’s

income

increases.

Proportional

tax:A

levyfor

which

thepercentage

ofincom

eused

topay

thelevy

remains

thesam

eas

thetaxpayer’s

income

increases.

Public

goods:G

oodsand

servicesprovided

bythe

government

ratherthan

bythe

privatesector.

Goods

andservices

thatm

orethan

oneperson

canuse

without

necessarilypreventing

othersfrom

usingthem

.

Public

policy:A

government’s

courseof

actionthat

guidespresent

andfuture

decisions.

Quantity

demanded:

The

amount

ofa

goodor

servicepeople

arew

illingand

ableto

purchaseat

agiven

priceduring

aspecific

time

period.

Quantity

supplied:T

heam

ountof

agood

orservice

peopleare

willing

andable

tosell

ata

givenprice

duringa

specifictim

eperiod.

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Quota:

Aform

ofim

portprotectionism

where

thetotal

quantityof

imports

ofa

particularcom

modity

islim

ited.

Recession:

Acontraction

inN

ationalproduction

thatlasts

6m

onthsor

longer.Arecession

might

bem

arkedby

joblayoffs

andhigh

unemploym

ent,stagnant

wages,

reductionsin

retailsales

andslow

ingof

housingand

carm

arkets.

Regressive

tax:A

levyfor

which

thepercentage

ofincom

eused

topay

thelevy

decreasesas

thetaxpayer’s

income

increases.

Renew

ableresources:

Substancesthat

canbe

regeneratedif

usedcarefully

(e.g.,fish,

timber).

Resources:

Inputsused

toproduce

goodsand

services;categories

includenatural,

human

andcapital.

Scarcity:A

neconom

iccondition

thatexists

when

demand

isgreater

thansupply.

Services:A

ctionsthat

arevalued

byothers.

Soleproprietorship:

Abusiness

owned

byan

individualw

horeceives

allthe

profitsand

rewards

andbears

allthe

lossesand

risks.

Specialization:A

formof

divisionof

laborin

which

eachindividual

orfirm

concentratesits

productiveefforts

ona

singleor

limited

number

ofactivities.

Standardof

living:A

measurem

entof

anindividual’s

qualityof

life.A

largerconsum

ptionof

goods,services,

andleisure

isoften

assumed

toindicate

ahigher

standardof

living.

Stock:A

certificaterepresenting

ashare

ofow

nershipin

acom

pany.

Supply:T

hedifferent

quantitiesof

aresource,

goodor

servicethat

potentialsellers

arew

illingand

ableto

sellat

variouspossible

pricesduring

aspecific

time

period.

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Tariff:A

surchargeplaced

onim

portedgoods

andservices.

The

purposeof

atariff

isto

protectdom

esticproducts

fromforeign

competition.

Tertiary:T

hethird

levelof

economic

activity.It

includesservice

andservice-related

industries.

Trade:

Voluntary

exchangebetw

eentw

oparties

inw

hichboth

partiesbenefit.

Trade

balance:T

hepaym

entsof

anation

thatdeal

with

merchandise

imports

orexports.

Traditional

economy:

An

economic

systemin

which

decisionsare

made

largelyby

repeatingthe

actionsfrom

anearlier

time

orgeneration.

Unem

ployment

rate:T

hepercentage

ofthe

laborforce

thatis

activelyseeking

employm

ent.

Wants:

Desires

thatcan

besatisfied

byconsum

inggoods,

servicesor

leisureactivities.

Academ

icStandards

forG

eography

XIX

.T

AB

LE

OF

CO

NT

EN

TS

Introduction..................................................

XX

.

TH

EA

CA

DE

MIC

STA

ND

AR

DS

Basic

Geographic

Literacy

.....................................7.1.

A.

Geographic

ToolsB

.L

ocationof

Placesand

Regions

The

Physical

Characteristics

ofP

lacesand

Regions..................................................

7.2.A

.Physical

Systems

andProperties

B.

PhysicalProcesses

The

Hum

anC

haracteristicsof

Places

andR

egions..................................................7.3.

A.

PopulationB

.C

ultureC

.Settlem

entD

.E

conomic

Activity

E.

PoliticalActivity

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The

InteractionsB

etween

People

andP

laces...................................................

7.4.A

.Im

pactof

PhysicalSystem

son

PeopleB

.Im

pactof

Peopleon

PhysicalSystem

s

Glossary

.....................................................X

XI.

XX

.IN

TR

OD

UC

TIO

NT

hisdocum

entincludes

Academ

icStandards

forG

eographythat

describew

hatstudents

shouldknow

andbe

ableto

doin

fourareas:

•7.1.

Basic

Geographic

Literacy

•7.2.

The

PhysicalC

haracteristicsof

Placesand

Regions

•7.3.

The

Hum

anC

haracteristicsof

Placesand

Regions

•7.4.

The

InteractionsB

etween

Peopleand

PlacesT

heG

eographyStandards

describew

hatstudents

shouldknow

andbe

ableto

doat

fourgrade

levels(third,

sixth,ninth

andtw

elfth).T

heyreflect

theincreas-

inglycom

plexand

sophisticatedunderstanding

ofgeography

thatstudents

areexpected

toachieve

asthey

progressthrough

school.T

hroughoutthe

standards,all

gradelevels

must

addressthe

local-to-globalprogression

(scales).B

asiccon-

ceptsfound

inlow

ergrade

levelsm

ustbe

developedm

orefully

athigher

gradelevels.

Geography

isthe

scienceof

spaceand

placeon

Earth’s

surface.Its

subjectm

atteris

thephysical

andhum

anphenom

enathat

make

upthe

world’s

environ-m

entsand

places.These

standardsbuild

onusing

geographictools

asa

means

forasking

andansw

eringgeographic

questions;setting

information

intoa

rangeof

spatialcontexts;

recognizingplaces

andregions

ashum

anconcepts;

understand-ing

thephysical

processesthat

haveshaped

Earth’s

surfaceand

thepatterns

resultingfrom

thoseprocesses;

identifyingthe

relationshipsbetw

eenpeople

andenvironm

ents;recognizing

thecharacteristics

anddistribution

ofpeople

andcul-

tureson

Earth’s

surface;focusing

onthe

spatialpatterns

ofsettlem

entsand

theirresulting

politicalstructures;

andexploring

thenetw

orksof

economic

interdepen-dence

andthe

importance

ofresources.

At

eachgrade

level,instructional

contentshould

beselected

tosupport

thedevelopm

entof

geographicunderstanding.

Inthe

primary

gradelevels

(1-3),the

emphasis

shouldbe

onidentifying

thebasic

characteristicsof

thew

orld(answ

er-ing

thew

hatquestion);attheinterm

ediategrade

levels(4-6),the

emphasis

shouldbe

ondescribing

spatialpatterns

ofphenom

ena(answ

eringthe

where

andw

henquestions);

atthe

middle

gradelevels

(7-9),the

emphasis

shouldbe

onexplain-

ingspatial

patternsof

phenomena

(answering

thehow

question);and

athigh

schoolgrade

levels(10-12),the

emphasis

shouldbe

onanalyzing

spatialpatterns

ofphenom

ena(answ

eringthe

why

question).A

lthoughthe

emphasis

may

focuson

specificquestions,

thesequestions

may

beencountered

atany

gradelevel.

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Geography

isan

integrativediscipline

thatenables

studentsto

applygeography

skillsand

knowledge

tolife

situationsat

home,

atw

orkand

inthe

comm

unity.T

herefore,thesestandards

shouldbe

cross-walked

with

thosein

Civics

andG

ov-ernm

ent,Econom

icsand

History

tocreate

aninterdisciplinary

viewof

thew

orld.Topics

andconcepts

ingeography

directlyrelate

tostandard

statements

inE

nvi-ronm

entand

Ecology,

Econom

ics,M

athematics,

Scienceand

Technologyand

Civics

andG

overnment.

Teachersshould

employ

theFive

Fundamental

Them

esof

Geography

while

proceedingthrough

theA

cademic

Standardsfor

Geography.

The

relationshipbetw

eenthe

themes

andthe

standardsis

clear.T

hestandards

describew

hatstu-

dentsshould

knowand

beable

todo

while

thethem

esprovide

aclear

conceptualbasis

forteachers

andstudents

touse

inorganizing

theirknow

ledge.

These

arethe

FiveFundam

entalT

hemes

ofG

eography:

Them

eD

escription

Location

The

absoluteand

relativeposition

ofa

placeon

Earth’s

surface

PlaceH

owphysical

andhum

ancharacteristics

defineand

distinguisha

place

Hum

an-Environ

ment

InteractionsH

owhum

ansm

odifyand

adaptto

naturalsettings

Movem

entH

owpeople,

ideasand

materials

move

between

andam

onglocations

Regions

How

anarea

displaysunity

interm

sof

physicaland

human

characteristics

The

academic

standardsfor

Geography

consistof

fourstandard

categories(designated

as7.1.,

7.2.,7.3.,

and7.4.).

Each

categoryhas

two

tofive

standardstatem

ents(designated

bya

capitalletter).Moststandard

statements

havebulleted

items

known

asstandard

descriptors.T

hestandard

descriptorsare

items

within

thedocum

entto

illustrateand

enhancethe

standardstatem

ent.T

hecategories,

statements

anddescriptors

areregulations.

The

descriptorsm

aybe

followed

byan

‘‘e.g.’’The

‘‘e.g.’s’’are

examples

toclarify

what

typeof

information

couldbe

taught.T

heseare

suggestionsand

thechoice

ofspecific

contentis

alocal

deci-sion

asis

them

ethodof

instruction.

Geography

alongw

ithC

ivicsand

Governm

ent,E

conomics,

andH

istoryare

identifiedas

SocialStudies

inC

hapter4.

This

identificationis

consistentw

ith

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citizenshipeducation

inC

hapter49

andC

hapter354.B

asedon

theseregulations,

SocialStudies/C

itizenshipprogram

sshould

includethe

foursets

ofstandards

asan

entityin

developinga

scopeand

sequencefor

curriculumand

plannedinstruc-

tion.A

glossaryis

includedto

assistthe

readerin

clarifyingterm

inologycontained

inthe

standards.

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7.1. Basic Geographic Literacy

7.1.3. GRADE 3 7.1.6. GRADE 6 7.1.9. GRADE 9 7.1.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to . . .

A. Identify geographic tools andtheir uses.• Characteristics and purposes of

different geographicrepresentations• Maps and basic map

elements• Globes• Graphs• Diagrams• Photographs

• Geographic representations todisplay spatial information• Sketch maps• Thematic maps

• Mental maps to describe thehuman and physical features of thelocal area

A. Describe geographic tools andtheir uses.• Basis on which maps, graphs

and diagrams are created• Aerial and other

photographs• Reference works• Field observations• Surveys

• Geographic representations todisplay spatial information• Absolute location• Relative location• Flows (e.g., goods, people,

traffic)• Topography• Historic events

• Mental maps to organize anunderstanding of the humanand physical features ofPennsylvania and the homecounty

• Basic spatial elements fordepicting the patterns ofphysical and human features

A. Explain geographic tools andtheir uses.• Development and use of

geographic tools• Geographic information

systems [GIS]• Population pyramids• Cartograms• Satellite-produced images• Climate graphs• Access to computer-based

geographic data (e.g.,Internet, CD-ROMs)

• Construction of maps• Projections• Scale• Symbol systems• Level of generalization• Types and sources of data

• Geographic representations totrack spatial patterns• Weather• Migration• Environmental change (e.g.,

tropical forest reduction,sea-level changes)

A. Analyze data and issues from aspatial perspective using theappropriate geographic tools.• Spatial patterns of human

features that change over time(e.g., intervening opportunity,distance decay, central placetheory, locational preference)

• Physical patterns of physicalfeatures that change over time(e.g., climate change, erosion,ecological invasion andsuccession)

• Human and physical featuresof the world through mentalmaps

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7.1. Basic Geographic Literacy

7.1.3. GRADE 3 7.1.6. GRADE 6 7.1.9. GRADE 9 7.1.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to . . .

• Point, line, area, location,distance, scale• Map grids• Alpha-numeric system• Cardinal and intermediate

directions

• Mental maps to organize andunderstand the human andphysical features of the UnitedStates

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7.1. Basic Geographic Literacy

7.1.3. GRADE 3 7.1.6. GRADE 6 7.1.9. GRADE 9 7.1.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to . . .

B. Identify and locate places andregions.• Physical features

• Continents and oceans• Major landforms, rivers and

lakes in North America• Local community

• Human features• Countries (i.e., United States,

Mexico, Canada)• States (i.e., Pennsylvania,

Delaware, Maryland, NewJersey, New York, Ohio,West Virginia)

• Cities (i.e., Philadelphia,Erie, Altoona, Pittsburgh,Scranton, Harrisburg,Johnstown, Allentown,Washington D.C., Baltimore,New York, Toronto,Cleveland

• Local community• Regions as areas with unifying

geographic characteristics• Physical regions (e.g.,

landform regions, climateregions, river basins)

B. Describe and locate places andregions.• Coordinate systems (e.g.,

latitude and longitude, timezones)

• Physical features• In the United States (e.g.,

Great Lakes, RockyMountains, Great Plains)

• In Pennsylvania (e.g.,Coastal Plain, Piedmont,Appalachians)

• Human features• Countries (e.g., United

Kingdom, Argentina, Egypt)• Provinces (e.g., Ontario,

Quebec, Nova Scotia)• Major human regions (e.g.,

Mid Atlantic, New England,Southwest)

• States (e.g., California,Massachusetts, Florida)

• Major cities (e.g., London,Los Angeles, Tokyo)

• Counties (e.g., Lancaster,Lackawanna, Jefferson)

B. Explain and locate places andregions.• How regions are created to

interpret Earth’s complexity(i.e., the differences amongformal regions, functionalregions, perceptual regions)

• How characteristics contributeto regional changes (e.g.,economic development,accessibility, demographicchange)

• How culture and experienceinfluence perceptions of placesand regions

• How structures and alliancesimpact regions• Development (e.g., First vs.

Third World, North vs.South)

• Trade (e.g., NAFTA, theEuropean Union)

• International treaties (e.g.,NATO, OAS)

B. Analyze the location of placesand regions.• Changing regional

characteristics (e.g., short- andlong-term climate shifts;population growth or decline;political instability)

• Criteria to define a region(e.g., the reshaping of southFlorida resulting fromchanging migration patterns;the US-Mexico border changesas a function of NAFTA;metropolitan growth in thePhiladelphia region)

• Cultural change (e.g.,influence on people’sperceptions of places andregions)

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7.1. Basic Geographic Literacy

7.1.3. GRADE 3 7.1.6. GRADE 6 7.1.9. GRADE 9 7.1.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to . . .

• Human regions (e.g.,neighborhoods, cities, states,countries)

• Townships (e.g., Dickinson,Lower Mifflin, Southampton)• Ways in which different

people view places andregions (e.g., places to visit orto avoid)

• Community connections toother places• Dependence and

interdependence• Access and movement

• How regions are connected(e.g., watersheds and riversystems, patterns of worldtrade, cultural ties, migration)

Basic Geography Literacy must include local-to-global progression (scales) for all students at all grade levels for the standard statements andtheir descriptors. Basic concepts introduced in lower grade levels must be developed more fully throughout higher grade levels. Portions ofBasic Geography Literacy relate directly to the Mathematics Standards.

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7.2 The Physical Characteristics of Places and Regions

7.2.3. GRADE 3 7.2.6. GRADE 6 7.2.9. GRADE 9 7.2.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

A. Identify the physicalcharacteristics of places andregions.• Physical properties

• Landforms (e.g., plains, hills,plateaus and mountains)

• Bodies of water (e.g., rivers,lakes, seas and oceans)

• Weather and climate• Vegetation and animals

• Earth’s basic physical systems• Lithosphere• Hydrosphere• Atmosphere• Biosphere

A. Describe the physicalcharacteristics of places andregions.• Components of Earth’s

physical systems (e.g., clouds,storms, relief and elevation[topography], tides, biomes,tectonic plates)

• Comparison of the physicalcharacteristics of differentplaces and regions (e.g., soil,vegetation, climate,topography)

• Climate types (e.g., marinewest coast, humid continental,tropical wet and dry)

A. Explain the physicalcharacteristics of places andregions including spatial patternsof Earth’s physical systems.• Climate regions• Landform regions

A. Analyze the physicalcharacteristics of places andregions including theinterrelationships among thecomponents of Earth’s physicalsystems.• Biomes and ecosystem regions• Watersheds and river basins• World patterns of biodiversity

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7.2 The Physical Characteristics of Places and Regions

7.2.3. GRADE 3 7.2.6. GRADE 6 7.2.9. GRADE 9 7.2.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. . .

B. Identify the basic physicalprocesses that affect the physicalcharacteristics of places andregions.• Earth-sun relationships (i.e.,

seasons and length of daylight,weather and climate)

• Extreme physical events (e.g.,earthquakes, floods, hurricanes,tornadoes)

B. Describe the physical processesthat shape patterns on Earth’ssurface.• Earth-sun relationships (i.e.,

differences between equinoxesand solstices, reasons theyoccur and their relationship tolatitude)

• Climate influences (e.g.,elevation, latitude, nearbyocean currents)

• Climate change, (e.g., globalwarming/cooling,decertification, glaciations)

• Plate tectonics• Hydrologic cycle

B. Explain the dynamics of thefundamental processes thatunderlie the operation of Earth’sphysical systems.• Wind systems• Water cycle• Erosion/deposition cycle• Plate tectonics• Ocean currents• Natural hazards

B. Analyze the significance ofphysical processes in shaping thecharacter of places and regions.• Circulation of the oceans• Ecosystem processes• Atmospheric systems• Extreme natural events

The Physical Characteristics of Places and Regions must include local-to-global progression (scales) for all students at all grade levels for the standardstatements and their descriptors. Basic concepts must be developed more fully throughout higher grade levels. Portions of Physical Characteristics ofPlaces and Regions relate directly to Science and Technology and Environment and Ecology standards.

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7.3 The Human Characteristics of Places and Regions

7.3.3. GRADE 3 7.3.6. GRADE 6 7.3.9. GRADE 9 7.3.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. .

A. Identify the human characteristicsof places and regions by theirpopulation characteristics.• The number and distribution of

people in the local community• Human movement in the local

community (e.g., mobility indaily life, migration)

A. Describe the humancharacteristics of places andregions by their populationcharacteristics.• Spatial distribution, size,

density and demographiccharacteristics of population atthe county and state level.

• Causes of human movement• Mobility (e.g., shopping,

commuting, recreation)• Migration models (e.g.,

push/pull factors, barriers tomigration)

A. Explain the humancharacteristics of places andregions by their populationcharacteristics.• Spatial distribution, size,

density and demographiccharacteristics of population atthe state and National level

• Demographic structure of apopulation (e.g., lifeexpectancy, fertility rate,mortality rate, infant mortalityrate, population growth rate,the demographic transitionmodel)

• Effects of different types andpatterns of human movement• Mobility (e.g., travel for

business)• Migration (e.g., rural to

urban, short term vs. longterm, critical distance)

A. Analyze the significance ofhuman activity in shaping placesand regions by their populationcharacteristics:• Spatial distribution, size,

density and demographiccharacteristics of population atthe international level

• Demographic trends and theirimpacts on patterns ofpopulation distribution (e.g.,carrying capacity, changes infertility, changes inimmigration policy, themobility transition model)

• Impact of movement onhuman systems (e.g., refugees,guest workers, illegal aliens)

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7.3 The Human Characteristics of Places and Regions

7.3.3. GRADE 3 7.3.6. GRADE 6 7.3.9. GRADE 9 7.3.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. .

B. Identify the human characteristicsof places and regions by theircultural characteristics.• Components of culture (e.g.,

language, belief systems andcustoms, social organizations,foods, ethnicity)

• Ethnicity of people in the localcommunity (e.g., customs,celebrations, languages,religions)

B. Describe the humancharacteristics of places andregions by their culturalcharacteristics.• Ethnicity of people at the

county and state levels (e.g.,customs, celebrations,languages, religions)

• Spatial arrangement ofcultures creates distinctivelandscapes (e.g., culturalregions based on languages,customs, religion, buildingstyles as in the PennsylvaniaGerman region)

B. Explain the humancharacteristics of places andregions by their culturalcharacteristics.• Ethnicity of people at national

levels (e.g., customs,celebrations, languages,religions)

• Culture distribution (e.g.,ethnic enclaves andneighborhoods)

• Cultural diffusion (e.g.,acculturation and assimilation,cultural revivals of language)

B. Analyze the significance ofhuman activity in shaping placesand regions by their culturalcharacteristics.• Cultural conflicts (e.g., over

language (Canada), overpolitical power (Spain), overeconomic opportunities(Mexico))

• Forces for culturalconvergence (e.g., thediffusion of foods, fashions,religions, language)

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7.3 The Human Characteristics of Places and Regions

7.3.3. GRADE 3 7.3.6. GRADE 6 7.3.9. GRADE 9 7.3.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. .

C. Identify the human characteristicsof places and regions by theirsettlement characteristics.• Types of settlements (e.g.,

villages, towns, suburbs, cities,metropolitan areas)

• Factors that affect wherepeople settle (e.g., water,resources, transportation)

C. Describe the humancharacteristics of places andregions by their settlementcharacteristics.• Current and past settlement

patterns in the local area• Factors that affect the growth

and decline of settlements(e.g., immigration,transportation development,depletion of natural resources,site and situation)

C. Explain the humancharacteristics of places andregions by their settlementcharacteristics.• Current and past settlement

patterns in Pennsylvania andthe United States

• Forces that have re-shapedmodern settlement patterns(e.g., central city decline,suburbanization, thedevelopment of transportsystems)

• Internal structure of cities(e.g., manufacturing zones,inner and outer suburbs, thelocation of infrastructure)

C. Analyze the significance ofhuman activity in shaping placesand regions by their settlementcharacteristics.• Description of current and past

settlement patterns at theinternational scale (e.g., globalcities)

• Use of models of the internalstructure of cities (e.g.,concentric zone, sector,multiple nuclei)

• Forces that have reshapedsettlement patterns (e.g.,commuter railroads, urbanfreeways, the development ofmegalopolis and edge cities)

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7.3 The Human Characteristics of Places and Regions

7.3.3. GRADE 3 7.3.6. GRADE 6 7.3.9. GRADE 9 7.3.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to. .

D. Identify the human characteristicsof places and regions by theireconomic activities.• Location factors in the spatial

distribution of economicactivities (e.g., market,transportation, workers,materials)• Producers of consumer

products and services (e.g.,bread, pizza, television,shopping malls)

• Products of farms andfactories at the local andregional level (e.g.,mushrooms, milk, snackfoods, furniture)

• Spatial distribution of resources• Non-renewable resources• Renewable resources• Flow resources (e.g., water

power, wind power)

D. Describe the humancharacteristics of places andregions by their economicactivities.• Spatial distribution of

economic activities in thelocal area (e.g., patterns ofagriculture, forestry, mining,retailing, manufacturing,services)

• Factors that influence thelocation and spatialdistribution of economicactivities (e.g., market size fordifferent types of business,accessibility, modes oftransportation used to movepeople, goods and materials)

• Spatial distribution ofresources and theirrelationship to populationdistribution• Historical settlement

patterns and naturalresource use (e.g.,

D. Explain the humancharacteristics of places andregions by their economicactivities.• Spatial distribution of

economic activities inPennsylvania and the UnitedStates (e.g., patterns ofagriculture, forestry, mining,retailing, manufacturing,services)

• Factors that shape spatialpatterns of economic activityboth Nationally andinternationally (e.g.,comparative advantage inlocation of economicactivities; changes in resourcetrade; disruption of tradeflows)

• Technological changes thataffect the definitions of,access to, and use of naturalresources (e.g., the role ofexploration, extraction, useand depletion of resources)

D. Analyze the significance ofhuman activity in shaping placesand regions by their economiccharacteristics.• Changes in spatial distribution

of economic activities at theglobal scale (e.g., patterns ofagriculture, forestry, mining,retailing, manufacturing,services)

• Forces that are reshapingbusiness (e.g., the informationeconomy, businessglobalization, the developmentof off-shore activities)

• Effects of changes andmovements in factors ofproduction (e.g., resources,labor, capital)

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7.3 The Human Characteristics of Places and Regions

7.3.3. GRADE 3 7.3.6. GRADE 6 7.3.9. GRADE 9 7.3.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to.

waterpower sites along the FallLine)• Natural resource-based

industries (e.g., agriculture,mining, fishing, forestry)

E. Identify the human characteristicsof places and regions by theirpolitical activities.• Type of political units (e.g.,

townships, boroughs, towns,cities, counties, states, countries(nation-state))

• Political units in the local area

E. Describe the humancharacteristics of places andregions by their politicalactivities.• Spatial pattern of political

units in Pennsylvania• Functions of political units

(e.g., counties, municipalities,townships, school districts, PAGeneral Assembly districts(House and Senate), U.S.Congressional districts, states)

E. Explain the humancharacteristics of places andregions by their politicalactivities.• Spatial pattern of political

units in the United States• Geographic factors that affect

decisions made in the UnitedStates (e.g., territorialexpansion, boundarydelineation, allocation ofnatural resources)

• Political and public policiesthat affect geography (e.g.,open space, urbandevelopment)

E. Analyze the significance ofhuman activity in shaping placesand regions by their politicalcharacteristics:• Spatial pattern of political

units in the global system• Role of new political alliances

on the international level (e.g.,multinational organizations,worker’s unions, UnitedNations’ organizations)

• Impact of political conflicts(e.g., secession, fragmentation,insurgencies, invasions)

The Human Characteristics of Places and Regions must include local-to-global progression (scales) for all students at all grade levels for thestandard statements and their descriptors. Basic concepts found in lower grade levels must be developed more fully throughout higher gradelevels. Portions of Human Characteristics of Places and Regions relate directly to the Civics and Government and Economics Standards.

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7.4 The Interactions Between People and Places

7.4.3. GRADE 3 7.4.6. GRADE 6 7.4.9. GRADE 9 7.4.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to . . .

A. Identify the impacts of physicalsystems on people.• How people depend on, adjust

to and modify physical systemson a local scale (e.g., soilquality and agriculture,snowfall and daily activities,drought and water use)

• Ways in which natural hazardsaffect human activities (e.g.,storms, lightning, flooding)

A. Describe the impacts of physicalsystems on people.• How people depend on, adjust

to and modify physicalsystems on regional scale(e.g., coastal industries,development of coastalcommunities, flood control)

• Ways in which people adjustto life in hazard-prone areas(e.g., California andearthquakes, Florida andhurricanes, Oklahoma andtornadoes)

A. Explain the impacts of physicalsystems on people.• How people depend on, adjust

to and modify physicalsystems on National scale(e.g., soil conservationprograms, projects of TheCorps of Engineers)

• Ways in which people inhazard-prone areas adjust theirways of life (e.g., buildingdesign in earthquake areas,dry-farming techniques indrought-prone areas)

A. Analyze the impacts of physicalsystems on people.• How people depend on, adjust

to and modify physicalsystems on international scales(e.g., resource development ofoil, coal, timber)

• Ways in which people modifyways of life to accommodatedifferent environmentalcontexts (e.g., building inpermafrost areas; the role ofair-conditioning in the UnitedStates South and Southwest;the development of enclosedspaces for movement in coldclimates)

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7.4 The Interactions Between People and Places

7.4.3. GRADE 3 7.4.6. GRADE 6 7.4.9. GRADE 9 7.4.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to . . .

B. Identify the impacts of people onphysical systems.• Effects of energy use (e.g.,

water quality, air quality,change in natural vegetation)

• Ways humans change localecosystems (e.g., land use,dams and canals on waterways,reduction and extinction ofspecies)

B. Describe the impacts of peopleon physical systems.• Changing spatial patterns on

Earth’s surface that result fromhuman activities (e.g., lakedesiccation as in the Aral Sea,construction of dikes, damsand storm surge barriers in theNetherlands, designation ofState parks and foreststhroughout Pennsylvania)

• Ways humans adjust theirimpact on the habitat (e.g.,Endangered Species Act,replacement of wetlands,logging and replanting trees)

B. Explain the impacts of people onphysical systems.• Forces by which people

modify the physicalenvironment (e.g., increasingpopulation; new agriculturaltechniques; industrialprocesses and pollution)

• Spatial effects of activities inone region on another region(e.g., scrubbers on powerplants to clean air,transportation systems such asTrans-Siberian Railroad,potential effects of falloutfrom nuclear power plantaccidents)

B. Analyze the impacts of peopleon physical systems.• How people develop

international agreements tomanage environmental issues(e.g., Rio de JaneiroAgreement, the Law of theSea, the Antarctica Treaty)

• How local and regionalprocesses can have globaleffects (e.g., wind andhydroelectric powertransmitted across regions,water use and irrigation forcrop production)

• Sustainability of resources(e.g., reforestation,conservation)

• World patterns of resourcedistribution and utilization(e.g., oil trade, regionalelectrical grids)

The Interactions Between People and Places must include local to global scales for all students at all grade levels for the standard statementsand their descriptors. Basic concepts found in lower grade levels must be developed more fully throughout higher grade levels.

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XX

I.G

LO

SSAR

Y

Absolute

location:T

heposition

ofa

pointon

Earth’s

surfacethat

canusually

bedescribed

bylatitude

andlongitude.

Another

example

ofabsolute

locationw

ouldbe

theuse

ofa

ninedigit

zipcode

andstreet

address.

Acculturation:

The

processof

adoptingthe

traitsof

acultural

group.

Assim

ilation:T

heacceptance,

byone

culturegroup

orcom

munity,

ofcultural

traitsassociated

with

another.

Atm

osphere:T

hebody

ofgases,

aerosolsand

otherm

aterialsthat

surroundsE

arthand

isheld

closeby

gravity.It

extendsabout

twelve

miles

fromE

arth’ssurface.

Barriers

tom

igration:Factors

thatkeep

peoplefrom

moving

(e.g.,lack

ofinform

ationabout

potentialdestination,

lackof

fundsto

coverthe

costsof

moving,

regulationsthat

controlm

igration).

Basic

map

elements:

Materials

includedon

geographicrepresentations.

These

includetitle,

directions,date

ofm

ap,m

apmaker’s

name,

alegend

andscale.

Often

ageographic

grid,the

sourceof

information

andsom

etimes

anindex

ofplaces

onthe

map

arealso

included.

Biom

es:A

comm

unityof

livingorganism

sof

asingle

major

ecologicalregion.

Biosphere:

The

domain

ofE

arththat

includesall

plantand

animal

lifeform

s.

Boundary:

The

limit

orextent

within

which

asystem

existsor

functions,including

asocial

group,a

stateor

physicalfeatures.

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Capital:

One

ofthe

factorsof

productionof

goodsand

services.C

apitalcan

begoods

(e.g.,factories

andequipm

ent,highw

ays,inform

ation,com

munications

systems)

and/orfunds

(investment

andw

orkingcapital)

usedto

increaseproduction

andw

ealth.O

therfactors

areland,

water

andlabor.

Cardinal

directions:T

hefour

main

pointsof

thecom

pass;north,

east,south

andw

est.

Carrying

capacity:M

aximum

populationthat

anarea

cansupport

overtim

edepending

uponenvironm

entalconditions,

human

interventionsand

interdependence.

Central

Place

Theory:

The

conceptualfram

ework

thatexplains

thesize,

spacingand

distributionof

settlements

andtheir

economic

relationshipsw

iththeir

market

areas.

Clim

ate:L

ong-termpatterns

andtrends

inw

eatherelem

entsand

atmospheric

conditions.

Clim

ategraph

(climagraph):

Adiagram

thatcom

binesaverage

monthly

temperature

andprecipitation

datafor

aparticular

place.

Com

parativeadvantage:

The

specializationby

agiven

areain

theproduction

ofone

ora

fewcom

modities

forw

hichit

hasa

particularedge

(e.g.,labor

quality,resources

availability,production

costs).

Concentric

Zone

Model:

Afram

ework

thatproposes

thaturban

functionsand

theassociated

landuses

arearranged

inrings

thatgrow

outward

froma

centralarea.

One

ofthree

models

developedto

explainhow

citiesand

metropolitan

areasare

arrangedinternally.

The

otherm

odelsare

theSector

andthe

Multiple

Nuclei.

Country:

Unit

ofpolitical

spaceoften

referredto

asa

stateor

nation-state.

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Culture:

Learned

behaviorof

people,w

hichincludes

theirbelief

systems

andlanguages,

theirsocial

relationships,their

institutionsand

organizationsand

theirm

aterialgoods—

food,clothing,

buildings,tools

andm

achines.

Cultural

diffusion:T

hespread

ofcultural

elements

fromone

cultureto

another.

Cultural

landscape:T

hehum

anim

printon

thephysical

environment;

thehum

anizedim

ageas

createdor

modified

bypeople.

Dem

ographicchange:

Variation

inpopulation

size,com

position,rates

ofgrow

th,density,

fertilityand

mortality

ratesand

patternsof

migration.

Density:

The

populationor

number

ofobjects

perunit

area(e.g.,

persquare

kilometer

orm

ile).

Decertification:

The

spreadof

desertconditions

inarid

andsem

iaridregions

resultingfrom

acom

binationof

climatic

changesand

increasinghum

anpressures

(e.g.,overgrazing,

removal

ofvegetation,

cultivationof

marginal

land).

Desiccation:

Seelake

desiccation.

Developed

country:A

narea

ofthe

world

thatis

technologicallyadvanced,

highlyurbanized

andw

ealthyand

hasgenerally

evolvedthrough

botheconom

icand

demographic

transitions.

Diffusion:

The

spreadof

people,ideas,

technologyand

productsam

ongplaces.

Distance

decay:T

hetendency

forthe

acceptanceof

newideas

andtechnologies

todecrease

with

distancefrom

theirsource.

Earthquake:

Vibrations

andshock

waves

causedby

thesudden

movem

entof

tectonicplates

alongfracture

zones,called

faults,in

Earth’s

crust.

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Ecosystem

(ecologicalsystem

):A

network

formed

bythe

interactionof

allliving

organisms

(plants,anim

als,hum

ans)w

itheach

otherand

with

thephysical

andchem

icalfactors

ofthe

environment

inw

hichthey

live.

Elevation:

Height

ofa

pointor

placeabove

sealevel

(e.g.,M

ountE

veresthas

anelevation

of29,028

feetabove

sealevel).

Enclaves:

Acountry,

territorialor

culturallydistinct

unitenclosed

within

alarger

countryor

comm

unity.

Environm

ent:E

verythingin

andon

Earth’s

surfaceand

itsatm

ospherew

ithinw

hichorganism

s,com

munities

orobjects

exist.

Equilibrium

:T

hepoint

inthe

operationof

asystem

when

drivingforces

andresisting

forcesare

inbalance.

Equinoxes:

The

two

daysduring

thecalendar

year(usually

September

23and

March

21)w

henall

latitudeshave

twelve

hoursof

bothdaylight

anddarkness

andthe

sunis

directlyoverhead

atthe

Equator.

Erosional

processes:T

herem

ovaland

transportationof

weathered

(loose)rock

material

byw

ater,w

ind,w

avesand

glaciers.D

epositionis

theend

resultof

erosionand

occursw

hentransported

material

isdropped.

Fall

line:A

linearconnection

joiningthe

waterfalls

onnum

erousrivers

andstream

sthat

marks

thepoint

where

eachriver

andstream

descendsfrom

theupland

andthe

limit

ofthe

navigabilityof

eachriver

(e.g.,the

narrowboundary

zonebetw

eenthe

coastalplain

andthe

Piedmont

inthe

Eastern

United

Statesw

herethere

arefalls

andrapids

onstream

sand

riversas

theydrop

fromthe

more

resistantrocks

ofthe

Piedmont

ontothe

softerrocks

ofthe

coastalplain).

Fertility

rate:A

measure

ofthe

number

ofchildren

aw

oman

will

haveduring

herchild-bearing

years(15

to49

yearsof

age)in

comparison

tothe

adultfem

alepopulation

ina

particularplace.

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Form

alregion:

An

areadefined

bythe

uniformity

orhom

ogeneityof

certaincharacteristics

(e.g.,precipitation,

landforms,

subculture).

Functional

region:A

narea

unitedby

astrong

core(node)

orcenter

ofhum

anpopulation

andactivity

(e.g.,banking

linkagesbetw

eenlarge

citiesand

smaller

citiesand

towns).

Geographic

Information

System:

Ageographic

databasethat

containsinform

ationabout

thedistribution

ofphysical

andhum

ancharacteristics

ofplaces.

Inorder

totest

hypotheses,m

apsof

onecharacteristic

ora

combination

canbe

producedfrom

thedatabase

toanalyze

thedata

relationships.

Geographic

scale:T

hesize

ofE

arth’ssurface

beingstudied.

Studyareas

varyfrom

localto

regionalto

global.Scale

alsorefers

tothe

relationshipbetw

eenthe

sizeof

spaceon

am

apand

thesize

ofthat

spaceon

Earth’s

surface.M

apsare

referredto

aslarge

scaleif

theyare

ofsm

aller(local)

areasand

small

scaleif

theyrepresent

much

orall

ofthe

Earth’s

surface.M

apscale

isexpressed

asa

bargraph

orrepresentative

fraction.

Global

warm

ing:T

hetheory

thatE

arth’satm

osphereis

graduallyw

arming

dueto

thebuildup

ofcertain

gases,including

carbondioxide

andm

ethane,w

hichare

releasedby

human

activities.T

heincreased

levelsof

thesegases

causeadded

heatenergy

fromE

arthto

beabsorbed

bythe

atmosphere

insteadof

beinglost

inspace.

Globe:

Ascale

model

ofE

arththat

correctlyrepresents

area,relative

sizeand

shapeof

physicalfeatures,

distancebetw

eenpoints

andtrue

compass

direction.

Grid:

Apattern

oflines

ona

chartor

map,

suchas

thoserepresenting

latitudeand

longitude,w

hichhelps

determine

absolutelocation

andassists

inthe

analysisof

distributionpatterns.

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Hum

anfeatures:

Tangibleand

intangibleideas

associatedw

iththe

culture,society

andeconom

yof

placesor

areas.T

heseinclude

thespatial

arrangement

ofland

usesincluding

transportation,the

designof

buildingsand

thenature

andtim

ingof

activitiesthat

peopleconduct

inthese

spaces.

Hydroelectric

power:

Electrical

energygenerated

bythe

forceof

fallingw

aterw

hichrotates

turbineshoused

inpow

erplants

indam

son

rivers.

Hydrosphere:

The

water

realmof

Earth

which

includesw

atercontained

inthe

oceans,lakes,

rivers,ground,

glaciersand

water

vaporin

theatm

osphere.

Infantm

ortalityrate:

The

annualnum

berof

deathsam

onginfants

under1

yearof

agefor

every1,000

livebirths.

Itusually

providesan

indicationof

healthcare

levels.T

heU

nitedStates,

forexam

ple,has

a1994

rateof

8.3infant

deathsper

1,000live

birthsw

hileA

ngolahas

arate

of137

infantdeaths

per1,000

births.

Interdependence:Ideas,

goodsand

servicesin

onearea

affectdecisions

andevents

inother

areasreducing

self-sufficiency.

Intermediate

directions:T

hepoints

ofthe

compass

thatfall

between

northand

east,north

andw

est,south

andeast,

southand

west

(e.g.,N

E,

NW

,SE

,SW

).

Interveningopportunity:

An

alternatearea

thatis

asource

ofa

productor

serviceor

adestination

inthe

caseof

migration.

Lake

desiccation:T

hereduction

inw

aterlevel

(dryingout)

ofan

inlandw

aterbody.

Landform

:T

heshape,

formor

natureof

aspecific

physicalfeature

ofE

arth’ssurface

(e.g.,plain,

hill,plateau,

mountain).

Land

use:T

herange

ofuses

ofE

arth’ssurface

made

byhum

ans.U

sesare

classifiedas

urban,rural,

agricultural,forested,

etc.w

ithm

orespecific

sub-classifications

usefulfor

specificpurposes

(e.g.,low

-densityresidential,

lightindustrial,

nurserycrops).

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Life

expectancy:T

heaverage

number

ofrem

ainingyears

aperson

canexpect

tolive

undercurrent

mortality

levelsin

asociety.

Life

expectancyat

birthis

them

ostcom

mon

useof

thism

easure.

Lithosphere:

The

uppermost

portionof

thesolid

Earth

includingsoil,

landand

geologicform

ations.

Location:

The

positionof

apoint

onE

arth’ssurface

expressedby

means

ofa

grid(absolute)

orin

relation(relative)

tothe

positionof

otherplaces.

Map:

Agraphic

representationof

aportion

ofE

arththat

isusually

drawn

toscale

ona

flatsurface.

Materials:

Raw

orprocessed

substancesthat

areused

inm

anufacturing(secondary

economic

activities).M

ostsubstances

usedin

factoriesare

alreadym

anufacturedto

some

degreeand

come

fromother

factoriesrather

thanfrom

sourcesof

rawm

aterials.

Megalopolis:

The

intermingling

oftw

oor

more

largem

etropolitanareas

intoa

continuousor

almost

continuousbuilt-up

urbancom

plex;som

etimes

referredto

asa

conurbation.

Mental

map:

Ageographic

representationw

hichconveys

thecognitive

image

aperson

hasof

anarea,

includingknow

ledgeof

featuresand

spatialrelationships

asw

ellas

theindividual’s

perceptionsand

attitudesregarding

theplace;

alsoknow

nas

acognitive

map.

Metropolitan

area:T

heFederal

Office

ofM

anagement

andB

udget’sdesignation

forthe

functionalarea

surroundingand

includinga

centralcity;

hasa

minim

umpopulation

of50,000;

iscontained

inthe

same

countyas

thecentral

city;and

includesadjacent

countieshaving

atleast

15%of

theirresidents

working

inthe

centralcity’s

county.

Migration:

The

actor

processof

peoplem

ovingfrom

oneplace

toanother

with

theintent

ofstaying

atthe

destinationperm

anentlyor

fora

relativelylong

periodof

time.

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Multinational

organizations:A

nassociation

ofnations

alignedaround

acom

mon

economic

orpolitical

cause(e.g.,

theO

rganizationof

PetroleumE

xportingC

ountries,the

Organization

ofA

merican

States).

Multiple

Nuclei

Model:

Arepresentation

ofurban

structurebased

onthe

ideathat

thefunctional

areas(land

use)of

citiesdevelop

aroundvarious

pointsrather

thanjust

onein

theC

entralB

usinessD

istrict.

Municipality:

Apolitical

unitincorporated

forlocal

self-governm

ent(e.g.,

Pennsylvania’sboroughs,

townships).

NA

FT

A:

North

Am

ericanFree

Trade

Agreem

ent.N

AFTA

isan

accordto

establishclear

andm

utuallyadvantageous

rulesgoverning

comm

erceam

ongC

anada,M

exicoand

theU

nitedStates.

NA

TO

:N

orthA

tlanticT

reatyO

rganization.An

internationaltransatlantic

partnershipconsisting

ofvarious

European

states,the

United

Statesand

Canada,

which

was

designedthrough

cooperation,consultation

andcollective

defenseto

maintain

peaceand

promote

stabilitythroughout

Europe.

Nation:

Acultural

conceptfor

agroup

ofpeople

boundtogether

bya

strongsense

ofshared

valuesand

culturalcharacteristics

includinglanguage,

religionand

comm

onhistory.

Natural

hazard:A

nevent

inthe

physicalenvironm

ent,such

asa

hurricaneor

earthquake,that

isdestructive

tohum

anlife

andproperty.

Natural

resource:A

nelem

entof

thephysical

environment

thatpeople

valueand

useto

meet

aneed

forfuel,

food,industrial

productor

something

elseof

value.

Nonrenew

ableresource:

Afinite

element

thatcannot

bereplaced

onceit

isused

(e.g.,petroleum

,m

inerals).

Ocean

currents:T

heregular

andconsistent

horizontalflow

ofw

aterin

theoceans,

usuallyin

responseto

persistentpatterns

ofcirculation

inthe

atmosphere.

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OA

S:O

rganizationof

Am

ericanStates.A

ninternational

governmental

organizationform

edby

thenation-

statesof

North

Am

ericaand

SouthA

merica

forsecurity

andthe

protectionof

mutual

interests.

OP

EC

:T

heO

rganizationof

PetroleumE

xportingC

ountries;international

cartelof

thirteennations

designedto

promote

collectivepricing

ofpetroleum

,unified

marketing

policiesand

regulationof

petroleumextraction.

Perceptual

region:Ideas

thatpeople

haveabout

thecharacter

ofareas

basedon

impressions

froma

varietyof

sourcesof

information

includingother

individualsand

media.

Mental

maps

canbe

usedto

accessthese

ideasto

findout

what

peoplethink

aboutparticular

areas.

Physical

feature:A

naspect

ofa

placeor

areathat

derivesfrom

thephysical

environment.

Physical

process:A

courseor

method

ofoperation

thatproduces,

maintains

oralters

Earth’s

physicalsystem

(e.g.,glacial

eroding,depositing

landforms).

Place:

An

areaw

ithdistinctive

human

andphysical

characteristics;these

characteristicsgive

itm

eaningand

characterand

distinguishit

fromother

areas.

Plate

tectonics:T

hetheory

thatE

arth’ssurface

iscom

posedof

rigidslabs

orplates

(seetectonic

plates).T

hedivergence,

convergenceand

slippingside-by-side

ofthe

differentplates

isresponsible

forpresent-

dayconfigurations

ofcontinents,

oceanbasins

andm

ajorm

ountainranges

andvalley

systems.

Pollution:

The

director

indirectprocess

resultingfrom

human

actionby

which

anypart

ofthe

environment

ism

adepotentially

oractually

unhealthy,unsafe

orhazardous

tothe

welfare

ofthe

organisms

which

livein

it.

Population

density:T

henum

berof

individualsoccupying

anarea

derivedfrom

dividingthe

number

ofpeople

bythe

areathey

occupy(e.g.,

2,000people

dividedby

tensquare

miles

=200

peopleper

squarem

ile).

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Population

pyramid:

Abar

graphshow

ingthe

distributionby

genderand

ageof

acountry’s

population.

Prim

aryeconom

icactivity:

The

productionof

naturallyexisting

orculturally

improved

resources(i.e.,

agriculture,ranching,

forestry,fishing,

extractionof

minerals

andores).

Pull

factors:In

migration

theory,the

social,political,

economic

andenvironm

entalattractions

ofnew

areasthat

drawpeople

away

fromtheir

previouslocation.

Push

factors:In

migration

theory,the

social,political,

economic

andenvironm

entalforces

thatdrive

peoplefrom

theirprevious

location.

Region:

An

areaw

ithone

orm

orecom

mon

characteristicsor

featuresthat

giveit

am

easureof

consistencyand

make

itdifferent

fromsurrounding

areas.

Relative

location:T

hesite

ofa

placeor

regionin

relationto

otherplaces

orregions

(e.g.,northw

est,dow

nstream).

Renew

ableresource:

Asubstance

thatcan

beregenerated

ifused

carefully(e.g.,

fish,tim

ber).

Resource:

An

aspectof

thephysical

environment

thatpeople

valueand

useto

meet

aneed

forfuel,

food,industrial

productor

something

elseof

value.

Satelliteim

age:A

representationproduced

bya

varietyof

sensors(e.g.,

radar,m

icrowave

detectors,scanners)

thatm

easureand

recordelectrom

agneticradiation.

The

collecteddata

areturned

intodigital

formfor

transmission

toground

receivingstations.

The

datacan

bereconverted

intoim

ageryin

aform

resembling

aphotograph.

Scale:O

nm

apsthe

relationshipor

ratiobetw

eena

linearm

easurement

ona

map

andthe

correspondingdistance

onE

arth’ssurface.

Forexam

ple,the

scale1:1,000,000

means

oneunit

(inchor

centimeter)

onthe

map

represents1,000,000

ofthe

same

unitson

Earth’s

surface.Also

refersto

thesize

ofplaces

orregions

beingstudied.

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SectorM

odel:A

theoryof

urbanstructure

thatrecognizes

theim

pactof

transportationon

landprices

within

thecity

andthe

resultingtendency

forfunctional

areasto

beorganized

intosectors.

Secondaryeconom

icactivity:

Processingof

rawand

manufactured

materials

intoproducts

with

addedvalue.

Settlement

pattern:T

hespatial

distributionand

arrangement

ofhum

anhabitations

(e.g.,rural,

urban).

Site:T

hespecific

locationw

heresom

ethingm

aybe

foundincluding

itsphysical

setting(e.g.,

ona

floodplain).

Situation:T

hegeneral

locationof

something

inrelation

toother

placesor

featuresof

alarger

region(e.g.,

inthe

centerof

agroup

ofcities).

Soil:U

nconsolidatedm

aterialfound

atthe

surfaceof

Earth,

which

isdivided

intolayers

(orhorizons)

characterizedby

theaccum

ulationor

lossof

organicand

inorganiccom

pounds.L

oamtypes

anddepths

varygreatly

overE

arth’ssurface

andare

verym

uchinfluenced

byclim

ate,organism

s,rock

type,local

relief,tim

eand

human

activity.

Spatial:Pertains

tospace

onE

arth’ssurface.

Spatialdistribution:

The

distributionof

physicaland

human

elements

onE

arth’ssurface.

Spatialorganization:

The

arrangement

onE

arth’ssurface

ofphysical

andhum

anelem

ents.

Suburbanization:T

heshift

inpopulation

fromliving

inhigher

densityurban

areasto

lower

densitydevelopm

entson

theedge

ofcities.

System:

Acollection

ofentities

thatare

linkedand

interrelated(e.g.,

thehydrologic

cycle,cities,

transportationm

odes).

Technology:A

pplicationof

knowledge

tom

eetthe

goals,goods

andservices

neededand

desiredby

people.

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Tectonicplates:

Sectionsof

Earth’s

rigidcrust

thatm

oveas

distinctunits

ona

plastic-likeledge

(mantle)

onw

hichthey

rest.As

many

astw

entydifferent

plateshave

beenidentified,

butonly

sevenare

consideredto

bem

ajor(e.g.,

Eurasian

Plate,South

Am

ericanPlate).

Them

aticm

ap:A

geographicrepresentation

ofa

specificspatial

distribution,them

eor

topic(e.g.,

populationdensity,

cattleproduction,

climates

ofthe

world).

Tim

ezone:

Adivision

ofE

arth,usually

15degrees

longitude,w

ithinw

hichthe

time

atthe

centralm

eridianof

thedivision

representsthe

whole

division.

Topography:T

heshape

ofE

arth’ssurface.

Water

cycle:T

hecontinuous

circulationof

water

fromthe

oceans,through

theair,

tothe

landand

backto

thesea.

Water

evaporatesfrom

oceans,lakes,

riversand

theland

surfacesand

transpiresfrom

vegetation.It

condensesinto

cloudsin

theatm

ospherethat

may

resultin

precipitationreturning

water

tothe

land.W

aterthen

seepsinto

thesoil

orflow

sout

tosea

completing

thecirculation.A

lsoknow

nas

Hydrologic

Cycle.

Academ

icStandards

forH

istory

XX

II.T

AB

LE

OF

CO

NT

EN

TS

Introduction..................................................X

XIII.

TH

EA

CA

DE

MIC

STA

ND

AR

DS

HistoricalA

nalysisand

SkillsD

evelopment

.......................8.1.

A.

Chronological

Thinking

B.

Historical

Com

prehensionC

.H

istoricalInterpretation

D.

Historical

Research

Pennsylvania

History

..........................................8.2.

A.

Contributions

ofIndividuals

andG

roupsB

.D

ocuments,A

rtifactsand

Historical

PlacesC

.Influences

ofC

ontinuityand

Change

D.

Conflict

andC

ooperationA

mong

Groups

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istory..........................................

8.3.A

.C

ontributionsof

Individualsand

Groups

B.

Docum

ents,Artifacts

andH

istoricalPlaces

C.

Influencesof

Continuity

andC

hangeD

.C

onflictand

Cooperation

Am

ongG

roups

World

History

................................................8.4.

A.

Contributions

ofIndividuals

andG

roupsB

.D

ocuments,A

rtifactsand

Historical

PlacesC

.Influences

ofC

ontinuityand

Change

D.

Conflict

andC

ooperationA

mong

Groups

Glossary

.....................................................XX

IV.

XX

III.IN

TR

OD

UC

TIO

NT

hisdocum

entincludes

Academ

icStandards

forH

istorythat

describew

hatstudents

shouldknow

andbe

ableto

doin

fourareas:

•8.1.

HistoricalA

nalysisand

SkillsD

evelopment

•8.2.

PennsylvaniaH

istory•

8.3.U

nitedStates

History

•8.4.

World

History

The

History

Standardsdescribe

what

studentsshould

knowand

beable

todo

atfour

gradelevels

(third,sixth,

ninthand

twelfth).

They

reflectan

understand-ing

ofchronological

eventsand

theapplication

ofhistorical

thinkingskills

inview

ingthe

human

record.These

academic

standardsprovide

anorganizing

con-tent

forschools.

The

Academ

icStandards

forH

istoryare

groundedin

thePublic

SchoolC

odeof

1949w

hichdirects

‘‘...study

inthe

historyand

government

ofthat

portionof

Am

ericaw

hichhas

become

theU

nitedStates

ofA

merica,

andof

theC

omm

on-w

ealthof

Pennsylvania...’’.C

hapter4—

Academ

icStandards

andA

ssessment

in§

4.21(relating

toelem

entaryeducation;

primary

andinterm

ediatelevels)

rein-forces

theSchool

Code

byindicating

thatthe

historyof

theU

nitedStates

andthe

historyof

theC

omm

onwealth

must

betaught

onceby

theend

ofelem

entaryschool.

Inaddition,

§4.22

(relatingto

middle

leveleducation)

indicatesthat

plannedinstruction

inthe

historyand

culturesof

theU

nitedStates,the

Com

mon-

wealth

andw

orldshall

beprovided.C

hapter4

alsostates

thatplanned

instructionshall

beprovided

inthe

historyand

culturesof

theU

nitedStates,

theC

omm

on-w

ealthand

world

in§

4.23(relating

tohigh

schooleducation).

Tosupport

theintent

ofthe

PublicSchool

Code

andC

hapter4,

thisdocum

entcreates

fourstandard

categories.T

hefour

standardcategories

were

designedto

meld

historicalthinking

(8.1.H

istoricalA

nalysisand

SkillsD

evelopment)

with

historicalunderstanding

(8.2.Pennsylvania

History,

8.3.U

nitedStates

History,

and8.4.W

orldH

istory)to

describew

hatstudents

shouldknow

andbe

ableto

do.

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Standardcategory

8.1.H

istoricalAnalysis

andSkill

Developm

entprovides

thebasis

forlearning

thecontent

within

theother

threestandard

categories.T

heintent

ofthe

historystandards

isto

instillin

eachstudent

anability

tocom

pre-hend

chronology,develop

historicalcom

prehension,evaluate

historicalinterpre-

tationand

tounderstand

historicalresearch.

One

shouldnot

viewthese

standardsas

alist

offacts

torecall,

ratheras

statedin

theopening

phraseto

thePennsyl-

vania,U

nitedS

tatesand

World

standardcategories,

‘‘Pennsylvania’s

publicschools

shallteach,

challengeand

supportevery

studentto

realizehis

orher

maxim

umpotentialand

toacquire

theknow

ledgeand

skillsneeded

toanalyze

theinteraction

ofcultural,

economic,

geographic,political

andsocial

relations.’’T

hesestandards

providea

historyfram

ework

toperm

itevery

schooland

teacherto

createplanned

instruction.The

contentw

ithinthis

document

isgeneral

anddoes

notrepresentacourse

oreven

aportion

thereof.Every

schoolisencour-

agedto

move

beyondthese

standards.These

standardsare

merely

astarting

pointfor

thestudy

ofhistory.

Plannedinstruction

tom

eetthese

standardsis

required;how

ever,them

ethodology,resourcesand

time

arenot

recomm

endednor

implied.

History

isa

disciplinethat

interpretsand

analyzesthe

past.It

isa

narrative—a

story.In

orderto

tellthe

storyit

isnot

sufficientto

simply

recallfacts;

itis

alsonecessary

tounderstand

thecontext

ofthe

time

andplace

andto

applyhistorical

thinkingskills.

Itis

with

thisconcept

established,that

thecontent

delineatedin

Pennsylvania,U

nitedStates

andW

orldhistories

shouldbe

approached.H

avingestablished

theneed

tom

ovebeyond

recall,it

isthe

intentof

thesestandards

togive

studentsthroughout

Pennsylvaniaa

comm

oncultural

literacy.Pennsylvania,

United

States,and

World

History

standardcategories

usethe

same

fourstandard

statements

toguide

teachersin

developingplanned

instruc-tion.T

hefour

standardstatem

entsare:

(A)

Politicaland

Cultural

Contributions

ofIndividuals

andG

roups;(B

)Prim

aryD

ocuments,

Material

Artifacts

andH

istori-cal

Places;(C

)H

owC

ontinuityand

Change

Has

InfluencedH

istory;(D

)C

onflictand

Cooperation

Am

ongSocial

Groups

andO

rganizations.The

chart,Four

Stan-dard

Statements

within

theA

cademic

Standardsfor

History:

An

Overview

out-lines

standardstatem

entsand

descriptors.A

lthoughthe

standardstatem

entsare

similar

acrossgrade

levelsand

standardcategories,

thedegree

ofcom

prehension,changes

incontent

andshifts

inchro-

nologydiffer.A

lthoughdifferent

gradelevels

outlinedifferent

chronologicalperi-

odsw

ithinthe

standards,it

isintended

thatthe

specifiedchronological

erasbe

linkedto

pastlearnings

andthat

alleras

belinked

tothe

present.L

inkingto

pastlearnings

andthe

presentis

important,

butso

isaddressing

thestandard

state-m

entsin

more

depth.T

hereforethe

following

chronologicaltim

eperiods

forthe

standardcategories

areestablished

forthe

standardcategories.

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Pennsylvaniaand

United

StatesH

istoryW

orldH

istory

Grades

1-3B

eginningsto

PresentG

rades1-3

Beginnings

toPresent

Grades

4-6B

eginningsto

1824G

rades4-6

Beginnings

toPresent

Grades

7-91787

to1914

Grades

7-9B

eginningsto

1500G

rades10-12

1890to

PresentG

rades10-12

1450to

Present

Districts

areencouraged

todelineate

eachchronological

periodinto

lessexpan-

sivehistorical

erasw

ithintheir

plannedinstruction.

The

contentlisted

ingrade

levels1-3,4-6,7-9

and10-12

shouldbe

ageappropriate

forthe

studentsin

thosegrade

levelsand

thereader

shouldinterpret

eachstandard

descriptorin

thatm

an-ner.T

heA

cademic

Standardsfor

History

consistof

fourstandard

categories(des-

ignatedas

8.1.,8.2.,

8.3.,and

8.4.).E

achcategory

hasfour

standardstatem

ents(designated

A,B

,C,and

D).M

oststandardstatem

entshave

bulleteditem

sknow

nas

standarddescriptors.

The

standarddescriptors

areitem

sw

ithinthe

document

toillustrate

andenhance

thestandard

statement.

The

categories,statem

entsand

descriptorsare

theregulations.

The

descriptorsm

anytim

esare

followed

byan

‘‘e.g..’’T

he‘‘e.g.’s’’

areexam

plesto

clarifyw

hattype

ofinform

ationcould

betaught.

These

aresuggestions

andthe

choiceof

specificcontent

isa

localdeci-

sionas

isthe

method

ofinstruction.

History

alongw

ithcivics

andgovernm

ent,economics

andgeography

areiden-

tifiedas

socialstudies

inC

hapter4.T

hisidentification

isconsistent

with

citizen-ship

educationin

Chapters

49and

354(relating

tocertification

ofprofessional

personnel;andpreparation

ofprofessionaleducators).B

asedon

theseregulations,

socialstudies/citizenship

programs

shouldinclude

thefour

setsof

standardsas

anentity

indeveloping

ascope

andsequence

forcurriculum

andplanned

instruction.

Aglossary

isincluded

toassist

thereader

inunderstanding

terminology

con-tained

inthe

standards.

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Four

StandardStatem

entsw

ithinthe

Academ

icStandards

forH

istory:A

nO

verview

Political

andC

ulturalC

ontributionsof

Individualsand

Groups

•Inhabitants

(cultures,subcultures,

groups)•

PoliticalL

eaders(m

onarchs,governors,

electedofficials)

•M

ilitaryL

eaders(generals,

notedm

ilitaryfigures)

•C

ulturaland

Com

mercial

Leaders

(entrepreneurs,corporate

executives,artists,

entertainers,w

riters)•

Innovatorsand

Reform

ers(inventors,

philosophers,religious

leaders,social

changeagents,

improvers

oftechnology)

How

Continuity

andC

hangeH

aveInfluenced

History•

Belief

Systems

andR

eligions(ideas,

beliefs,values)

•C

omm

erceand

Industry(jobs,

trade,environm

entalchange,

laborsystem

s,entertainm

ent)•

Innovations(ideas,

technology,m

ethodsand

processes)•

Politics(political

partysystem

s,adm

inistrationof

government,

rules,regulations

andlaw

s,political

andjudicial

interpretation)•

Transportation

(methods

ofm

ovingpeople

andgoods

overtim

e,transportation

routes,circulation

systems)

•Settlem

entPatterns

andE

xpansion(population

densityand

diversity,settlem

enttypes,

landuse,

colonization)•

SocialO

rganization(social

structure,identification

ofsocial

groups,fam

ilies,groups

andcom

munities,

education,school

population,suffrage,

civilrights)

•W

omen’s

Movem

ent(changing

rolesof

wom

en,social

andpolitical

movem

ents,breaking

barriers,role

models)

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Four

StandardStatem

entsw

ithinthe

Academ

icStandards

forH

istory:A

nO

verview

Prim

aryD

ocuments,

Material

Artifacts

andH

istoricalP

laces•

Docum

ents,W

ritingsand

Oral

Traditions

(government

documents,

lettersand

diaries,fiction

andnon-fiction

works,

newspapers

andother

media,

folklore)•

Artifacts,A

rchitectureand

Historic

Places(historic

sitesand

places,m

useums

andm

useumcollections,

officialand

popularcultural

symbols,

material

culture)

Conflict

andC

ooperationA

mong

SocialG

roupsand

Organizations

•D

omestic

Instability(political

unrest,natural

andm

an-made

disasters,genocide)

•E

thnicand

Racial

Relations

(racismand

xenophobia,ethnic

andreligious

prejudices,collective

andindividual

actions)•

Imm

igrationand

Migration

(causesof

populationshifts,

xenophobia,intercultural

activity)•

Labor

Relations

(strikesand

collectivebargaining,

working

conditionsover

time,

labor/m

anagement

identity)•

Military

Conflicts

(causes,conduct

andim

pactof

military

conflicts,w

arsand

rebellions)

Each

standardstatem

entoutlines

itsrespective

standarddescriptors.

Each

standarddescriptor

suggestscontent

thatm

aybe

addressed.T

heseare

notall

encompassing

andlocal

plannedinstruction

isnot

limited

tothese

examples.

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8.1. Historical Analysis and Skills Development

8.1.3. GRADE 3 8.1.6. GRADE 6 8.1.9. GRADE 9 8.1.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to . . .

A. Understand chronologicalthinking and distinguish betweenpast, present and future time.• Calendar time• Time lines• Continuity and change• Events (time and place)

A. Understand chronologicalthinking and distinguish betweenpast, present and future time.• Calendar time• Time lines• People and events in time• Patterns of continuity and

change• Sequential order• Context for events

A. Analyze chronological thinking.• Difference between past,

present and future• Sequential order of historical

narrative• Data presented in time lines• Continuity and change• Context for events

A. Evaluate chronological thinking.• Sequential order of historical

narrative• Continuity and change• Context for events knowledgeand skills needed to . . .

B. Develop an understanding ofhistorical sources.• Data in historical maps• Visual data from maps and

tables• Mathematical data from graphs

and tables• Author or historical source

B. Explain and analyze historicalsources.• Literal meaning of a historical

passage• Data in historical and

contemporary maps, graphsand tables

• Author or historical source• Multiple historical

perspectives• Visual evidence• Mathematical data from

graphs and tables

B. Analyze and interpret historicalsources.• Literal meaning of historical

passages• Data in historical and

contemporary maps, graphs,and tables

• Different historicalperspectives

• Data from maps, graphs andtables

• Visual data presented inhistorical evidence

B. Synthesize and evaluatehistorical sources.• Literal meaning of historical

passages• Data in historical and

contemporary maps, graphsand tables

• Different historicalperspectives

• Data presented in maps,graphs and tables

• Visual data presented inhistorical evidence

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8.1. Historical Analysis and Skills Development

8.1.3. GRADE 3 8.1.6. GRADE 6 8.1.9. GRADE 9 8.1.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to . . .

C. Understand fundamentals ofhistorical interpretation.• Difference between fact and

opinion• The existence of multiple

points of view• Illustrations in historical stories• Causes and results

C. Explain the fundamentals ofhistorical interpretation.• Difference between fact and

opinion• Multiple points of view• Illustrations in historical

stories• Causes and results• Author or source of historical

narratives

C. Analyze the fundamentals ofhistorical interpretation.• Fact versus opinion• Reasons/causes for multiple

points of view• Illustrations in historical

documents and stories• Causes and results• Author or source used to

develop historical narratives• Central issue

C. Evaluate historical interpretationof events.• Impact of opinions on the

perception of facts• Issues and problems in the

past• Multiple points of view• Illustrations in historical

stories and sources• Connections between causes

and results• Author or source of historical

narratives’ points of view• Central issue

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8.1. Historical Analysis and Skills Development

8.1.3. GRADE 3 8.1.6. GRADE 6 8.1.9. GRADE 9 8.1.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to . . .

D. Understand historical research.• Event (time and place)• Facts, folklore and fiction• Formation of historical question• Primary sources• Secondary sources• Conclusions (e.g., storytelling,

role playing, diorama)

D. Describe and explain historicalresearch.• Historical events (time and

place)• Facts, folklore and fiction• Historical questions• Primary sources• Secondary sources• Conclusions (e.g., simulations,

group projects, skits andplays)

D. Analyze and interpret historicalresearch.• Historical event (time and

place)• Facts, folklore and fiction• Historical questions• Primary sources• Secondary sources• Conclusions (e.g., History Day

projects, mock trials,speeches)

• Credibility of evidence

D. Synthesize historical research.• Historical event (time and

place)• Facts, folklore and fiction• Historical questions• Primary sources• Secondary sources• Conclusions (e.g., Senior

Projects, research papers,debates)

• Credibility of evidencePennsylvania History, 8.3.United States History and 8.4.World History.

Historical Analysis and Skill Development are learned through and applied to the standards statements and their descriptors for 8.2Pennsylvania History, 8.3 United States History and 8.4 World History

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8.2. Pennsylvania History

8.2.3. GRADE 3 8.2.6. GRADE 6 8.2.9. GRADE 9 8.2.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to analyze cultural, economic, geographic, political and social relations to . . .

A. Understand the political andcultural contributions ofindividuals and groups toPennsylvania history.• William Penn• Benjamin Franklin• Pennsylvanians impacting

American Culture (e.g., JohnChapman, Richard Allen, BetsyRoss, Mary Ludwig Hayes,Rachel Carson, Elizabeth JaneCochran, Marian Anderson)

• Local historical figures inmunicipalities and counties.

A. Identify and explain the politicaland cultural contributions ofindividuals and groups toPennsylvania history fromBeginnings to 1824.• Inhabitants (e.g., Native

Americans, Europeans,Africans)

• Military Leaders (e.g.,Anthony Wayne, Oliver H.Perry, John Muhlenberg)

• Political Leaders (e.g., WilliamPenn, Hannah Penn, BenjaminFranklin)

• Cultural and CommercialLeaders (e.g., Robert Morris,John Bartram, Albert Gallatin)

• Innovators and Reformers(e.g., Society of Friends,Richard Allen, SybillaMasters)

A. Analyze the political and culturalcontributions of individuals andgroups to Pennsylvania historyfrom 1787 to 1914.• Political Leaders (e.g., James

Buchanan, Thaddeus Stevens,Andrew Curtin)

• Military Leaders (e.g., GeorgeMeade, George McClellan,John Hartranft)

• Cultural and CommercialLeaders (e.g., John J.Audubon, Rebecca WebbLukens, Stephen Foster)

• Innovators and Reformers(e.g., George Westinghouse,Edwin Drake, Lucretia Mott)

A. Evaluate the political andcultural contributions ofindividuals and groups toPennsylvania history from 1890to Present.• Political Leaders (e.g., Gifford

Pinchot, Genevieve Blatt, K.Leroy Irvis)

• Military Leaders (e.g., TaskerH. Bliss, Henry ‘‘Hap’’Arnold, George C. Marshall)

• Cultural and CommercialLeaders (e.g., Milton Hershey,Marian Anderson, FredRogers)

• Innovators and Reformers(e.g., Frank Conrad, RachelCarson, Joseph Rothrock)

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8.2. Pennsylvania History

8.2.3. GRADE 3 8.2.6. GRADE 6 8.2.9. GRADE 9 8.2.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to analyze cultural, economic, geographic, political and social relations to . . .

B. Identify and describe primarydocuments, material artifacts andhistoric sites important inPennsylvania history.• Documents, Writings and Oral

Traditions (e.g., Penn’s Charter,Pennsylvania ‘‘Declaration ofRights’)

• Artifacts, Architecture andHistoric Places (e.g., Localhistorical sites, museumcollections, Independence Hall)

• Liberty Bell• Official Commonwealth

symbols (e.g., tree, bird, dog,insect)

B. Identify and explain primarydocuments, material artifacts andhistoric sites important inPennsylvania history fromBeginnings to 1824.• Documents, Writings and Oral

Traditions (e.g., Charter ofPrivileges, The GradualAbolition of Slavery Act of1780, Letters from aPennsylvania Farmer)

• Artifacts, Architecture andHistoric Places (e.g.,Conestoga Wagon,Pennsylvania rifle, BrigNiagara)

B. Identify and analyze primarydocuments, material artifacts andhistoric sites important inPennsylvania history from 1787to 1914.• Documents, Writings and Oral

Traditions (e.g., PennsylvaniaConstitutions of 1838 and1874, The ‘‘GettysburgAddress,’’ The PittsburghSurvey)

• Artifacts, Architecture andHistoric Places (e.g.,Gettysburg, Eckley Miners’Village, Drake’s Well)

B. Identify and evaluate primarydocuments, material artifacts andhistoric sites important inPennsylvania history from 1890to Present.• Documents, Writings and Oral

Traditions (e.g., Constitutionof 1968, Silent Spring byRachel Carson, Pennsylvaniahistorical markers)

• Artifacts, Architecture andHistoric Places (e.g., 28thDivision Shrine, Fallingwater,Levittown, Allegheny Ridgeheritage corridor)

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8.2. Pennsylvania History

8.2.3. GRADE 3 8.2.6. GRADE 6 8.2.9. GRADE 9 8.2.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to analyze cultural, economic, geographic, political and social relations to . . .

C. Identify and describe howcontinuity and change haveinfluenced Pennsylvania history.• Belief Systems and Religions

(e.g., Native Americans, earlysettlers, contemporary religions)

• Commerce and Industry (e.g.,jobs, trade, environmentalchange)

• Innovations (e.g., technology,ideas, processes)

• Politics (e.g., rules, regulations,laws)

• Settlement Patterns (e.g., farms,towns, rural communities,cities)

• Social Organization (e.g.,relationships of individuals,families, groups, communities;ability to be educated)

• Transportation (e.g., methods ofmoving people and goods overtime)

• Women’s Movement (e.g.,changes in roles and rights overtime)

C. Identify and explain howcontinuity and change haveinfluenced Pennsylvania historyfrom the Beginnings to 1824.• Belief Systems and Religions

(e.g., Native Americans,Quakers)

• Commerce and Industry (e.g.,iron production, sailing, furtrade)

• Innovations (e.g., steam boat,Conestoga Wagon)

• Politics (e.g., The Mason-Dixon Line, Pennsylvania’sacquisition and detachment ofthe ‘‘lower three counties,’’movements of State capital)

• Settlement Patterns (e.g.,native settlements, Westwardexpansion, development oftowns)

• Social Organization (e.g., tradeand development of casheconomy, African MethodistEpiscopal Church founded,schools in the colony)

C. Identify and analyze howcontinuity and change haveinfluenced Pennsylvania historyfrom 1787 to 1914.• Belief Systems and Religions

(e.g., Ephrata Cloister,Harmonists, Amish, immigrantinfluences)

• Commerce and Industry (e.g.,mining coal, producing iron,harvesting timber)

• Innovations (e.g., JohnRoebling’s steel cable, steel-tipped plow, improvedtechniques for making iron,steel and glass)

• Politics (e.g., Fugitive SlaveAct reaction, canal systemlegislation, The Free SchoolAct of 1834)

• Settlement Patterns (e.g., farmsand growth of urban centers)

C. Identify and evaluate howcontinuity and change haveinfluenced Pennsylvania historyfrom the 1890s to Present.• Belief Systems and Religions

(e.g., Buddhism, Christianity,Hinduism, Islam, Judaism)

• Commerce and Industry (e.g.,work of defense industries,rise and decline of the steelindustry, increase of serviceindustries)

• Innovations (e.g., poliovaccine, air pollutionexamined, nuclear powerplants)

• Politics (e.g., Great Depressionspecial legislative session,creation of the state incometax)

• Settlement Patterns (e.g.,growth and decline of cities,coal towns, PittsburghRenaissance)

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8.2.3. GRADE 3 8.2.6. GRADE 6 8.2.9. GRADE 9 8.2.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to analyze cultural, economic, geographic, political and social relations to . . .

• Transportation (e.g., traderoutes, turnpikes, post roads)

• Women’s Movement (e.g.,voting qualifications, rolemodels)

• Social Organization (e.g., thePhiladelphia CentennialExposition of 1876,prohibition of racialdiscrimination in schools)

• Transportation (e.g., canals,National Road, Thompson’sHorseshoe Curve)

• Women’s Movement (e.g.,work of the Equal RightsLeague of Pennsylvania)

• Social Organization (e.g.,creation of the State SoilConservation Commission,First Amendment challenges toeducation, social services)

• Transportation (e.g.,Pennsylvania Turnpike,Interstate highways,international airports)

• Women’s Movement (e.g.,League of Women Voters,Commission for Women)

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8.2.3. GRADE 3 8.2.6. GRADE 6 8.2.9. GRADE 9 8.2.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to analyze cultural, economic, geographic, political and social relations to . . .

D. Identify and describe conflict andcooperation among social groupsand organizations in Pennsylvaniahistory.• Domestic Instability (e.g.,

political, economic andgeographic impact on dailyactivities)

• Ethnic and Racial Relations(e.g., treatment of variousethnic and racial groups inhistory)

• Labor Relations (e.g., workingconditions, over time)

• Immigration (e.g., diversegroups inhabiting the state)

• Military Conflicts (e.g.,struggle for control)

D. Identify and explain conflict andcooperation among social groupsand organizations inPennsylvania history fromBeginnings to 1824.• Domestic Instability (e.g.,

religious diversity, tolerationand conflicts, incursion of theIroquois)

• Ethnic and Racial Relations(e.g., Penn’s Treaties withIndians, the UndergroundRailroad, the abolition ofslavery)

• Labor Relations (e.g.,indentured servants, workingconditions)

• Immigration (e.g., Germans,Irish)

• Military Conflicts (e.g., Dutch,Swedish and English strugglefor control of land, WyomingMassacre, The WhiskeyRebellion)

D. Identify and analyze conflict andcooperation among social groupsand organizations inPennsylvania history from 1787to 1914.• Domestic Instability (e.g.,

impact of war, 1889Johnstown Flood)

• Ethnic and Racial Relations(e.g., Christiana riots,disenfranchisement andrestoration of suffrage forAfrican-Americans, CarlisleIndian School)

• Labor Relations (e.g., NationalTrade Union, The ‘‘MollyMaguires,’’ Homestead steelstrike)

• Immigration (e.g., Anti-IrishRiot of 1844, new waves ofimmigrants)

• Military Conflicts (e.g., Battleof Lake Erie, the MexicanWar, the Civil War)

D. Identify and evaluate conflictand cooperation among socialgroups and organizations inPennsylvania history from 1890to Present.• Domestic Instability (e.g., The

Great Depression, Three-MileIsland nuclear accident, floodsof 1936, 1972 and 1977)

• Ethnic and Racial Relations(e.g., segregation,desegregation, racial profiling)

• Labor Relations (e.g., strikes,work stoppages, collectivebargaining)

• Immigration (e.g., increasedimmigration from Europe,migration of African-Americans from the South,influx of Hispanic and Asianpeoples)

• Military Conflicts (e.g., WorldWar I, World War II, PersianGulf War)

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8.2.3. GRADE 3 8.2.6. GRADE 6 8.2.9. GRADE 9 8.2.12. GRADE 12

Standard Category 8.1. Historical Analysis and Skills Development should be applied to the above standard statements and descriptors.Suggested chronology for grade levels 4-6, 7-9 and 10-12 focus on a particular century; however, instruction is encouraged that draws on priorand later events in history so that students may develop a seamless view of the world.

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8.3. United States History

8.3.3. GRADE 3 8.3.6. GRADE 6 8.3.9. GRADE 9 8.3.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to analyze cultural, economic, geographic, political and social relations to . . .

A. Identify contributions ofindividuals and groups to UnitedStates history.• George Washington• Thomas Jefferson• Abraham Lincoln• Theodore Roosevelt• Franklin D. Roosevelt• Individuals who are role

models (e.g., Abigail Adams,Sacajawea, Frederick Douglass,Clara Barton, Jackie Robinson,Rosa Parks, Archbishop PatrickFlores, Jamie Escalante, SallyRide, Tiger Woods, Cal Ripken,Jr., Sammy Sosa)

A. Identify and explain the politicaland cultural contributions ofindividuals and groups to UnitedStates history from Beginningsto 1824.• Native Americans, Africans

and Europeans• Political Leaders (e.g., John

Adams, Thomas Jefferson,John Marshall)

• Military Leaders (e.g. GeorgeWashington, MeriwetherLewis, Henry Knox)

• Cultural and CommercialLeaders (e.g., Paul Revere,Phyllis Wheatley, John Rolfe)

• Innovators and Reformers(e.g., Ann Hutchinson, RogerWilliams, Junipero Serra)

A. Identify and analyze the politicaland cultural contributions ofindividuals and groups to UnitedStates history from 1787 to1914.• Political Leaders (e.g., Daniel

Webster, Abraham Lincoln,Andrew Johnson)

• Military Leaders (e.g., AndrewJackson, Robert E. Lee,Ulysses S. Grant)

• Cultural and CommercialLeaders (e.g., Jane Addams,Jacob Riis, Booker T.Washington)

• Innovators and Reformers(e.g., Alexander G. Bell,Frances E. Willard, FrederickDouglass)

A. Identify and evaluate thepolitical and culturalcontributions of individuals andgroups to United States historyfrom 1890 to Present.• Political Leaders (e.g.,

Theodore Roosevelt, WoodrowWilson, Franklin D.Roosevelt)

• Military Leaders (e.g., JohnPershing, Douglas MacArthur,Dwight D. Eisenhower)

• Cultural and CommericalLeaders (e.g., Abby AldrichRockefeller, Langston Hughes,Alan Greenspan)

• Innovators and Reformers(e.g., Wilbur and OrvilleWright, John L. Lewis,Reverend Dr. Martin LutherKing)

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8.3.3. GRADE 3 8.3.6. GRADE 6 8.3.9. GRADE 9 8.3.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to analyze cultural, economic, geographic, political and social relations to . . .

B. Identify and describe primarydocuments, material artifacts andhistoric sites important in UnitedStates history.• Documents (e.g., Declaration of

Independence, U.S.Constitution, Bill of Rights)

• Writings and Communications(e.g., Pledge of Allegiance,famous quotations and sayings)

• Historic Places (e.g., The WhiteHouse, Mount Rushmore,Statue of Liberty)

• The Flag of the United States

B. Identify and explain primarydocuments, material artifacts andhistoric sites important in UnitedStates history from Beginningsto 1824.• Documents (e.g., Mayflower

Compact, NorthwestOrdinance, Washington’sFarewell Address)

• 18th Century Writings andCommunications (e.g., Paine’sCommon Sense; Franklin’s‘‘Join, or Die,’’ Henry’s ‘‘Giveme liberty or give me death’’)

• Historic Places (e.g., CahokiaMounds, Spanish Missions,Jamestown)

B. Identify and analyze primarydocuments, material artifacts andhistoric sites important in UnitedStates history from 1787 to1914.• Documents (e.g., Fugitive

Slave Law, Treaty ofGuadalupe Hidalgo,Emancipation Proclamation)

• 19th Century Writings andCommunications (e.g., Stowe’sUncle Tom’s Cabin, Brown’s‘‘Washed by Blood,’’ Key’sStar Spangled Banner)

• Historic Places (e.g., TheAlamo, Underground Railroadsites, Erie Canal)

B. Identify and evaluate primarydocuments, material artifacts andhistoric sites important in UnitedStates history from 1890 toPresent.• Documents (e.g., Treaty of

Versailles, North AtlanticTreaty, Neutrality Acts)

• 20th Century Writings andCommunication (e.g.,Coolidge’s ‘‘The Business ofAmerica is Business,’’ King’s‘‘I Have A Dream,’’Armstrong’s ‘‘One Small Stepfor Man’’)

• Historic Places (e.g., EllisIsland, Pearl Harbor, LosAlamos)

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8.3. United States History

8.3.3. GRADE 3 8.3.6. GRADE 6 8.3.9. GRADE 9 8.3.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to analyze cultural, economic, geographic, political and social relations to . . .

C. Identify important changes inUnited States history (e.g., BeliefSystems and Religions,Commerce and Industry,Innovations, Politics, SettlementPatterns and Expansion, SocialOrganization, Transportation,Women’s Movement).

C. Explain how continuity andchange has influenced UnitedStates history from Beginningsto 1824.• Belief Systems and Religions

(e.g., impact on daily life,colonial governmentestablished religions,communal sects)

• Commerce and Industry (e.g.,fur trade, development of cashcrops)

• Innovations (e.g., cotton gin,Whitney; wooden clock,Banneker; stove, Franklin)

• Politics (e.g., Hamilton’sdefense of John Peter Zenger,The Great Compromise,Marbury v. Madison)

• Settlement Patterns (e.g.,frontier settlements, slaveplantation society, growth ofcities)

• Social Organization (e.g.,community structure on thefrontier, cultural and languagebarriers)

C. Analyze how continuity andchange has influenced UnitedStates history from 1787 to1914.• Belief Systems and Religions

(e.g., 19th century trends andmovements)

• Commerce and Industry (e.g.,growth of manufacturingindustries, economicnationalism)

• Innovations (e.g., BrooklynBridge, refrigerated shipping,telephone)

• Politics (e.g., election of 1860,impeachment of AndrewJohnson, Jim Crow Laws)

• Settlement Patterns andExpansion (e.g., ManifestDestiny, successive waves ofimmigrants, purchase ofAlaska and Hawaii)

• Social Organization (e.g.,social class differences,women’s rights and antislaverymovement, education reforms)

C. Evaluate how continuity andchange has influenced UnitedStates history from 1890 toPresent.• Belief Systems and Religions

(e.g., 20th century movements,religions of recent immigrants)

• (Commerce and Industry (e.g.,corporations, conglomerates,multinational corporations)

• Innovations (e.g., The TinLizzie, radio, World WideWeb)

• Politics (e.g., New Deallegislation, Brown v. Topeka,isolationist/non-isola-tionist debate)

• Settlement Patterns (e.g.,suburbs, large urban centers,decline of city population)

• Social Organization (e.g.,compulsory school laws, courtdecisions expanding individualrights, technological impact)

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8.3.3. GRADE 3 8.3.6. GRADE 6 8.3.9. GRADE 9 8.3.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to analyze cultural, economic, geographic, political and social relations to . . .

• Transportation and Trade (e.g.,methods of overland travel,water transportation, NationalRoad)

• Women’s Movement (e.g.,roles and changing status ofwomen, Margaret Brent’s vote,soldier Deborah Sampson)

• Transportation and Trade (e.g.,Pony Express, telegraph,Transcontinental Railroad)

• Women’s Movement (e.g.,roles in the Civil War, medicalcollege for women, SenecaFalls Conference)

• Transportation and Trade (e.g.,expansion and decline ofrailroads, increased mobility,Internet)

• Women’s Movement (e.g.,right to vote, women in thewar effort, Women’s PeaceParty)

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8.3. United States History

8.3.3. GRADE 3 8.3.6. GRADE 6 8.3.9. GRADE 9 8.3.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to analyze cultural, economic, geographic, political and social relations to . . .

D. Identify conflict and cooperationamong social groups andorganizations in United Stateshistory.• Domestic Instability (e.g.,

impact on daily activities)• Ethnic and Racial Relations

(e.g., treatment of minoritygroups in history)

• Labor Relations (e.g., workingconditions over time)

• Immigration (e.g., diversegroups inhabiting the state)

• Military Conflicts (e.g.,struggle for control)

D. Identify and explain conflict andcooperation among social groupsand organizations in UnitedStates history from Beginningsto 1824.• Domestic Instability (e.g.,

Salem Witch Trials, ShaysRebellion, religiouspersecution)

• Ethnic and Racial Relations(e.g., cooperation between andamong Native Americans andEuropean settlers, slaveuprisings, ‘‘Colored’’ troops inthe Revolution)

• Labor Relations (e.g., earlyunion efforts, 10-hour day,women’s role)

• Immigration and Migration(e.g., western settlements,Louisiana Purchase, Europeanimmigration)

D. Identify and analyze conflict andcooperation among social groupsand organizations in UnitedStates history from 1787 to1914.• Domestic Instability (e.g.,

wartime confiscation ofprivate property, abolitionistmovement, Reconstruction)

• Ethnic and Racial Relations(e.g., Cherokee Trail of Tears,slavery and the UndergroundRailroad, draft riots)

• Labor Relations (e.g., femaleand child labor, tradeunionism, strike breakers)

• Immigration and Migration(e.g., Manifest Destiny,eastern and southern Europeanimmigration, ChineseExclusion Act)

D. Identify and evaluate conflictand cooperation among socialgroups and organizations inUnited States history from 1890to the Present.• Domestic Instability (e.g.,

Great Depression,assassination of political andsocial leaders, terrorist threats)

• Ethnic and Racial Relations(e.g., internment camps forJapanese Americans,Montgomery Alabama BusBoycott, land tensions withNative Americans)

• Labor Relations (e.g., rise anddecline of industrial unions,free trade agreements, importsimpact on domesticemployment)

• Immigration and Migration(e.g., anti-immigrant attitudes,quota laws, westward andsouthward migration)

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8.3.3. GRADE 3 8.3.6. GRADE 6 8.3.9. GRADE 9 8.3.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to analyze cultural, economic, geographic, political and social relations to . . .

• Military Conflicts (e.g.,French and Indian War,American Revolutionary War,War of 1812)

• Military Conflicts (e.g., NativeAmerican opposition toexpansion and settlement,Civil War, Spanish-AmericanWar)

• Military Conflicts (e.g., WorldWar I, World War II, War onTerrorism)

Standard Category 8.1. Historical Analysis and Skills Development should be applied to the above standard statements and descriptors.Suggested chronology for grade levels 4-6, 7-9 and 10-12 focus on a particular century; however, instruction is encouraged that draws on prioror later events in history so that students may develop a seamless view of the world.

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8.4. World History

8.4.3. GRADE 3 8.4.6. GRADE 6 8.4.9. GRADE 9 8.4.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to analyze cultural, economic, geographic, political and social relations to . . .

A. Identify individuals and groupswho have made significantpolitical and cultural contributionsto world history.• Africa (e.g., Nefertiti, Mansa

Musa, Nelson Mandela)• Americas (e.g., Montezuma,

Simon Bolivar, Fidel Castro)• Asia (e.g., Hammurabi,

Mohandas Gandhi, BenazirBhutto)

• Europe (e.g., Julius Ceasar,Joan of Arc, Pope John Paul)

A. Identify and explain howindividuals and groups madesignificant political and culturalcontributions to world history.• Africa (e.g., Nelson Mandela,

Desmond Tutu, F. W. deKlerk, Pieter Botha, AfricanNational Congress)

• Americas (e.g., Pizarro,Atahualpa, Aztecs, Incas,Montezuma, Cortez)

• Asia (e.g., Tokugawa Ieyasu,Toyotomi clan, shogunIemitsu, Commodore Perry,daimyo)

• Europe (e.g., Pope Leo X,John Calvin, John Wesley,Martin Luther, Ignatius ofLoyola)

A. Analyze the significance ofindividuals and groups whomade major political and culturalcontributions to world historybefore 1500.• Political and Military Leaders

(e.g., King Ashoka,Montezuma I, Ghenghis Khan,William the Conqueror)

• Cultural and CommercialLeaders (e.g., Mansa Musa,Yak Pac, Cheng Ho, MarcoPolo)

• Innovators and Reformers(e.g., Erastostenes, Tupac InkaYupenqui, JohannesGutenberg)

A. Evaluate the significance ofindividuals and groups whomade major political and culturalcontributions to world historysince 1450.• Political and Military Leaders

(e.g., Askia Daud, SimonBolivar, Napoleon Bonaparte,Mao Zedong)

• Cultural and CommercialLeaders (e.g., Chinua Achebe,Gabriel Garcia Marquiez,Akira Kurosa, ChristopherColumbus)

• Innovators and Reformers(e.g., Nelson Mandela, Louis-Joseph Papineau, MohandasGandhi, Alexander Fleming)

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8.4.3. GRADE 3 8.4.6. GRADE 6 8.4.9. GRADE 9 8.4.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to analyze cultural, economic, geographic, political and social relations to . . .

B. Identify historic sites and materialartifacts important to worldhistory.• Africa (e.g., Pyramids,

treasures of Tutankhamen,Nefertiti’s sculpture)

• Americas (e.g., Olmecritualistic centers, Mayanpyramids, arrowheads)

• Asia (e.g., Code of Hammurabi,Ziggurat at Ur, canals)

• Europe (e.g., ancient megaliths,Arc de Triomphe, Acropolis)

B. Identify and explain importantdocuments, material artifacts andhistoric sites in world history.• Africa (e.g., Prohibition of

Marriages Act, prison onRobben Island)

• Americas (e.g., Tenochtitlan,Aztec masks)

• Asia (e.g., samurai sword,Commodore Perry’s BlackShips)

• Europe (e.g., Luther’s Ninety-Five Theses, Wittenberg CastleChurch)

B. Analyze historical documents,material artifacts and historicsites important to world historybefore 1500.• Documents, Writings and Oral

Traditions (e.g., Rosetta Stone,Aztec glyph writing, Dead SeaScrolls, Magna Carta)

• Artifacts, Architecture andHistoric Places (e.g., Ethiopianrock churches, Mayanpyramids, Nok terra cottafigures, megaliths atStonehenge)

• Historic districts (e.g.,Memphis and its Necropolis,Sanctuary of Machu Picchu,Old City of Jerusalem and itsWalls, Centre of Rome and theHoly See)

B. Evaluate historical documents,material artifacts and historicsites important to world historysince 1450.• Documents, Writings and Oral

Traditions (e.g., Declaration ofthe International Conferenceon Sanctions Against SouthAfrica; Monroe Doctrine,Communist Manifesto,Luther’s Ninety-five Theses)

• Artifacts, Architecture andHistoric Places (e.g., RobbenIsland, New York TradeCenter, Hiroshima GroundZero Memorial, Naziconcentration camps)

• Historic districts (e.g.,Timbuktu, Centre of MexicoCity and Xochimilco, TajMahal and Gardens, Kremlinand Red Square)

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8.4. World History

8.4.3. GRADE 3 8.4.6. GRADE 6 8.4.9. GRADE 9 8.4.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to analyze cultural, economic, geographic, political and social relations to . . .

C. Compare similarities anddifferences between earliestcivilizations and life today. (e.g.,Africa, Egypt; Asia, Babylonia;Americas, Olmec; Europe,Neolithic settlements).

C. Identify and explain howcontinuity and change hasaffected belief systems,commerce and industry,innovations, settlement patterns,social organizations,transportation and women’s rolesin world history.• Africa (e.g., Apartheid)• Americas (e.g., European

conquest)• Asia (e.g., Japanese society

prior to the Meiji Restoration)• Europe (e.g., Impact of the

Great Schism andReformation)

C. Analyze how continuity andchange throughout history hasimpacted belief systems andreligions, commerce andindustry, innovations, settlementpatterns, social organization,transportation and roles ofwomen before 1500.• Africa• Americas• Asia• Europe

C. Evaluate how continuity andchange throughout history hasimpacted belief systems andreligions, commerce andindustry, innovations,settlement patterns, socialorganization, transportationand roles of women since1450.• Africa• Americas• Asia• Europe

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8.4.3. GRADE 3 8.4.6. GRADE 6 8.4.9. GRADE 9 8.4.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to analyze cultural, economic, geographic, political and social relations to . . .

D. Identify how conflict andcooperation among social groupsand organizations affected worldhistory.• Domestic Instability (e.g.,

political, economic andgeographic impact on normalactivities)

• Labor Relations (e.g., workingconditions over time)

• Racial and Ethnic Relations(e.g., treatment of variousethnic and racial groups inhistory)

• Immigration and migration(e.g., diverse groups inhabitinga territory)

• Military Conflicts (e.g.,struggle for control)

D. Explain how conflict andcooperation among social groupsand organizations affected worldhistory• Africa (e.g., imperialism)• Americas (e.g., European

diseases)• Asia (e.g., trade routes)• Europe (e.g., Counter

reformation)

D. Analyze how conflict andcooperation among social groupsand organizations impactedworld history through 1500 inAfrica, Americas, Asia andEurope• Domestic Instability• Ethnic and Racial Relations• Labor Relations• Immigration and Migration• Military Conflicts

D. Evaluate how conflict andcooperation among social groupsand organizations impactedworld history from 1450 toPresent in Africa, Americas, Asiaand Europe.• Domestic Instability• Ethnic and Racial Relations• Labor Relations• Immigration and Migration• Military Conflicts

Standard Category 8.1. Historical Analysis and Skills Development should be applied to the above standard statements and descriptors.Suggested chronology in organizing the content for grade levels 7-9 and 10-12 use the 15th century as the dividing point; however, instruction isencouraged that draws on prior and later events in history so that students may develop a seamless view of the world.

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Pennsylvania

Core

Standardsfor

Reading

inH

istoryand

SocialStudies

Grades

6-12

INT

RO

DU

CT

ION

These

standardsdescribe

what

studentsin

thesocial

studiesclassroom

shouldknow

andbe

ableto

dow

iththe

English

languagein

reading,grade

6through

12.T

hestandards

providethe

targetsfor

instructionand

studentlearning

essen-tial

forsuccess

inall

academic

areas,notjust

languagearts

classrooms.A

lthoughthe

standardsare

nota

curriculumor

aprescribed

seriesof

activities,schoolenti-

tiesw

illuse

themto

developa

localschool

curriculumthat

will

meet

localstu-

dents’needs.

The

standardsbelow

beginat

grade6;

standardsfor

K-5

readingin

history/social

studies,science,andtechnical

subjectsare

integratedinto

theK

-5R

eadingstandards.

The

English

Language

Arts

Standardsfor

History

andSocial

Studiesalso

pro-vide

parentsand

comm

unitym

embers

with

information

aboutw

hatstudents

shouldknow

andbe

ableto

doas

theyprogress

throughthe

educationalprogram

andat

graduation.W

itha

clearlydefined

targetprovided

bythe

standards,par-

ents,students,

educatorsand

comm

unitym

embers

become

partnersin

learning.E

achstandard

implies

anend

ofyear

goal—w

iththe

understandingthat

exceed-ing

thestandard

isan

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endgoal.

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8.5 Reading Informational TextStudents read, understand, and respond to informational text—with emphasis on comprehension, making connections among ideasand between texts with focus on textual evidence.

GRADE 6-8 GRADE 9-10 GRADE 11-12

Key

Idea

san

dD

etai

ls

CC.8.5.6-8.A.Cite specific textual evidence to supportanalysis of primary and secondary sources.

CC.8.5.9-10.A.Cite specific textual evidence to supportanalysis of primary and secondary sources,attending to such features as the date andorigin of the information.

CC.8.5.11-12.A.Cite specific textual evidence to supportanalysis of primary and secondary sources,connecting insights gained from specificdetails to an understanding of the text as awhole.

CC.8.5.6-8.B.Determine the central ideas or information ofa primary or secondary source; provide anaccurate summary of the source distinct fromprior knowledge or opinions.

CC.8.5.9-10.B.Determine the central ideas or information ofa primary or secondary source; provide anaccurate summary of how key events or ideasdevelop over the course of the text.

CC.8.5.11-12.B.Determine the central ideas or information ofa primary or secondary source; provide anaccurate summary that makes clear therelationships among the key details and ideas.

CC.8.5.6-8.C.Identify key steps in a text’s description of aprocess related to history/social studies (e.g.,how a bill becomes law, how interest ratesare raised or lowered).

CC.8.5.9-10.C.Analyze in detail a series of events describedin a text; determine whether earlier eventscaused later ones or simply preceded them.

CC.8.5.11-12.C.Evaluate various explanations for actions orevents and determine which explanation bestaccords with textual evidence, acknowledgingwhere the text leaves matters uncertain.

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8.5 Reading Informational TextStudents read, understand, and respond to informational text—with emphasis on comprehension, making connections among ideasand between texts with focus on textual evidence.

GRADE 6-8 GRADE 9-10 GRADE 11-12

Cra

ftan

dSt

ruct

ure

CC.8.5.6-8.D.Determine the meaning of words and phrasesas they are used in a text, includingvocabulary specific to domains related tohistory/social studies.

CC.8.5.9-10.D.Determine the meaning of words and phrasesas they are used in a text, includingvocabulary describing political, social, oreconomic aspects of history/social science.

CC.8.5.11-12.D.Determine the meaning of words and phrasesas they are used in a text, including analyzinghow an author uses and refines the meaningof a key term over the course of a text (e.g.,how Madison defines faction in Federalist No.10).

CC.8.5.6-8.E.Describe how a text presents information(e.g., sequentially, comparatively, causally).

CC.8.5.9-10.E.Analyze how a text uses structure toemphasize key points or advance anexplanation or analysis.

CC.8.5.11-12.E.Analyze in detail how a complex primarysource is structured, including how keysentences, paragraphs, and larger portions ofthe text contribute to the whole.

CC.8.5.6-8.F.Identify aspects of a text that reveal anauthor’s point of view or purpose (e.g.,loaded language, inclusion or avoidance ofparticular facts).

CC.8.5.9-10.F.Compare the point of view of two or moreauthors for how they treat the same or similartopics, including which details they includeand emphasize in their respective accounts.

CC.8.5.11-12.F.Evaluate authors’ differing points of view onthe same historical event or issue by assessingthe authors’ claims, reasoning, and evidence.

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8.5 Reading Informational TextStudents read, understand, and respond to informational text—with emphasis on comprehension, making connections among ideasand between texts with focus on textual evidence.

GRADE 6-8 GRADE 9-10 GRADE 11-12

Inte

grat

ion

ofK

now

ledg

ean

dId

eas

CC.8.5.6-8.G.Integrate visual information (e.g., in charts,graphs, photographs, videos, or maps) withother information in print and digital texts.

CC.8.5.9-10.G.Integrate quantitative or technical analysis(e.g., charts, research data) with qualitativeanalysis in print or digital text.

CC.8.5.11-12.G.Integrate and evaluate multiple sources ofinformation presented in diverse formats andmedia (e.g., visually, quantitatively, as well asin words) in order to address a question orsolve a problem.

CC.8.5.6-8.H.Distinguish among fact, opinion, andreasoned judgment in a text.

CC.8.5.9-10.H.Assess the extent to which the reasoning andevidence in a text support the author’s claims.

CC.8.5.11-12.H.Evaluate an author’s premises, claims, andevidence by corroborating or challenging themwith other information.

CC.8.5.6-8.I.Analyze the relationship between a primaryand secondary source on the same topic.

CC.8.5.9-10.I.Compare and contrast treatments of the sametopic in several primary and secondarysources.

CC.8.5.11-12.I.Integrate information from diverse sources,both primary and secondary, into a coherentunderstanding of an idea or event, notingdiscrepancies among sources.

Ran

gean

dL

evel

ofC

ompl

exTe

xts

CC.8.5.6-8.J.By the end of grade 8, read and comprehendhistory/social studies texts in the grades 6-8text complexity band independently andproficiently.

CC.8.5.9-10.J.By the end of grade 10, read and comprehendhistory/social studies texts in the grades 9-10text complexity band independently andproficiently.

CC.8.5.11-12.J.By the end of grade 12, read and comprehendhistory/social studies texts in the grades11-CCR text complexity band independentlyand proficiently.

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Pennsylvania

Core

Standardsfor

Writing

inH

istoryand

SocialStudies

Grades

6-12

INT

RO

DU

CT

ION

These

standardsdescribe

what

studentsin

thesocial

studiesclassroom

shouldknow

andbe

ableto

dow

iththe

English

languagein

writing,grade

6through

12.T

hestandards

providethe

targetsfor

instructionand

studentlearning

essentialfor

successin

allacadem

icareas,

notjust

languagearts

classrooms.

Although

thestandards

arenot

acurriculum

ora

prescribedseries

ofactivities,

schoolentities

will

usethem

todevelop

alocal

schoolcurriculum

thatw

illm

eetlocal

students’needs.

The

standardsbelow

beginat

grade6;

standardsfor

K-5

readingin

history/social

studies,science,

andtechnical

subjectsare

integratedinto

theK

-5W

ritingstandards.

The

English

Language

Arts

Standardsfor

History

andSocial

Studiesalso

pro-vide

parentsand

comm

unitym

embers

with

information

aboutw

hatstudents

shouldknow

andbe

ableto

doas

theyprogress

throughthe

educationalprogram

andat

graduation.W

itha

clearlydefined

targetprovided

bythe

standards,par-

ents,students,

educatorsand

comm

unitym

embers

become

partnersin

learning.E

achstandard

implies

anend

ofyear

goal—w

iththe

understandingthat

exceed-ing

thestandard

isan

evenm

oredesirable

endgoal.

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8.6 WritingStudents write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective andappropriate content.

GRADES 6-8 GRADES 9-10 GRADES 11-12

Text

Typ

esan

dP

urpo

ses

CC.8.6.6-8.A.Write arguments focused on discipline-specificcontent.• Introduce claim(s) about a topic or issue,

acknowledge and distinguish the claim(s)from alternate or opposing claims, andorganize the reasons and evidence logically.

• Support claim(s) with logical reasoning andrelevant, accurate data and evidence thatdemonstrate an understanding of the topic ortext, using credible sources.

• Use words, phrases, and clauses to createcohesion and clarify the relationships amongclaim(s), counterclaims, reasons, andevidence.

• Establish and maintain a formal style.• Provide a concluding statement or section that

follows from and supports the argumentpresented.

CC.8.6.9-10.A.Write arguments focused on discipline-specificcontent.• Introduce precise claim(s), distinguish the

claim(s) from alternate or opposing claims,and create an organization that establishesclear relationships among the claim(s),counterclaims, reasons, and evidence.

• Develop claim(s) and counterclaims fairly,supplying data and evidence for each whilepointing out the strengths and limitations ofboth claim(s) and counterclaims in adiscipline-appropriate form and in a mannerthat anticipates the audience’s knowledge leveland concerns.

• Use words, phrases, and clauses to link themajor sections of the text, create cohesion,and clarify the relationships between claim(s)and reasons, between reasons and evidence,and between claim(s) and counterclaims.

• Establish and maintain a formal style andobjective tone while attending to the normsand conventions of the discipline in whichthey are writing.

• Provide a concluding statement or section thatfollows from or supports the argumentpresented.

CC.8.6.11-12.A.Write arguments focused on discipline-specificcontent.• Introduce precise, knowledgeable claim(s),

establish the significance of the claim(s),distinguish the claim(s) from alternate oropposing claims, and create an organizationthat logically sequences the claim(s),counterclaims, reasons, and evidence.

• Develop claim(s) and counterclaims fairly andthoroughly, supplying the most relevant dataand evidence for each while pointing out thestrengths and limitations of both claim(s) andcounterclaims in a discipline-appropriate formthat anticipates the audience’s knowledgelevel, concerns, values, and possible biases.

• Use words, phrases, and clauses as well asvaried syntax to link the major sections of thetext, create cohesion, and clarify therelationships between claim(s) and reasons,between reasons and evidence, and betweenclaim(s) and counterclaims.

• Establish and maintain a formal style andobjective tone while attending to the normsand conventions of the discipline in whichthey are writing.

• Provide a concluding statement or section thatfollows from or supports the argumentpresented.

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8.6 WritingStudents write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective andappropriate content.

GRADES 6-8 GRADES 9-10 GRADES 11-12

CC.8.6.6-8.B.*Write informative/explanatory texts, includingthe narration of historical events, scientificprocedures/experiments, or technicalprocesses.• Introduce a topic clearly, previewing what

is to follow; organize ideas, concepts, andinformation into broader categories asappropriate to achieving purpose; includeformatting (e.g., headings), graphics (e.g.,charts, tables), and multimedia when usefulto aiding comprehension.

• Develop the topic with relevant, well-chosen facts, definitions, concrete details,quotations, or other information andexamples.

• Use appropriate and varied transitions tocreate cohesion and clarify the relationshipsamong ideas and concepts.

• Use precise language and domain-specificvocabulary to inform about or explain thetopic.

• Establish and maintain a formal style andobjective tone.

• Provide a concluding statement or sectionthat follows from and supports theinformation or explanation presented.

CC.8.6.9-10.B.*Write informative/explanatory texts, includingthe narration of historical events, scientificprocedures/experiments, or technical processes.• Introduce a topic and organize ideas,

concepts, and information to make importantconnections and distinctions; includeformatting (e.g., headings), graphics (e.g.,figures, tables), and multimedia when usefulto aiding comprehension.

• Develop the topic with well-chosen,relevant, and sufficient facts, extendeddefinitions, concrete details, quotations, orother information and examples appropriateto the audience’s knowledge of the topic.

• Use varied transitions and sentencestructures to link the major sections of thetext, create cohesion, and clarify therelationships among ideas and concepts.

• Use precise language and domain-specificvocabulary to manage the complexity of thetopic and convey a style appropriate to thediscipline and context as well as to theexpertise of likely readers.

• Establish and maintain a formal style andobjective tone while attending to the normsand conventions of the discipline in whichthey are writing.

• Provide a concluding statement or sectionthat follows from and supports theinformation or explanation presented (e.g.,articulating implications or the significanceof the topic).

CC.8.6.11-12.B.*Write informative/explanatory texts, includingthe narration of historical events, scientificprocedures/experiments, or technical processes.• Introduce a topic and organize complex

ideas, concepts, and information so that eachnew element builds on that which precedes itto create a unified whole; include formatting(e.g., headings), graphics (e.g., figures,tables), and multimedia when useful toaiding comprehension.

• Develop the topic thoroughly by selecting themost significant and relevant facts, extendeddefinitions, concrete details, quotations, orother information and examples appropriateto the audience’s knowledge of the topic.

• Use varied transitions and sentence structuresto link the major sections of the text, createcohesion, and clarify the relationships amongcomplex ideas and concepts.

• Use precise language, domain-specificvocabulary and techniques such as metaphor,simile, and analogy to manage thecomplexity of the topic; convey aknowledgeable stance in a style that respondsto the discipline and context as well as to theexpertise of likely readers.

• Provide a concluding statement or sectionthat follows from and supports theinformation or explanation provided (e.g.,articulating implications or the significanceof the topic).

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8.6 WritingStudents write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective andappropriate content.

GRADES 6-8 GRADES 9-10 GRADES 11-12

Pro

duct

ion

and

Dis

trib

utio

nof

Wri

ting

CC.8.6.6-8.C.Produce clear and coherent writing in which thedevelopment, organization, and style areappropriate to task, purpose, and audience.

CC.8.6.9-10.C.Produce clear and coherent writing in which thedevelopment, organization, and style areappropriate to task, purpose, and audience.

CC.8.6.11-12.C.Produce clear and coherent writing in which thedevelopment, organization, and style areappropriate to task, purpose, and audience.

CC.8.6.6-8.D.With some guidance and support from peers andadults, develop and strengthen writing as neededby planning, revising, editing, rewriting, ortrying a new approach, focusing on how wellpurpose and audience have been addressed.

CC.8.6.9-10.D.Develop and strengthen writing as needed byplanning, revising, editing, rewriting, or trying anew approach, focusing on addressing what ismost significant for a specific purpose andaudience.

CC.8.6.11-12.D.Develop and strengthen writing as needed byplanning, revising, editing, rewriting, or trying anew approach, focusing on addressing what ismost significant for a specific purpose andaudience.

CC.8.6.6-8.E.Use technology, including the Internet, toproduce and publish writing and present therelationships between information and ideasclearly and efficiently.

CC.8.6.9-10.E.Use technology, including the Internet, toproduce, publish, and update individual orshared writing products, taking advantage oftechnology’s capacity to link to otherinformation and to display information flexiblyand dynamically.

CC.8.6.11-12.E.Use technology, including the Internet, toproduce, publish, and update individual orshared writing products in response to ongoingfeedback, including new arguments orinformation.

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8.6 WritingStudents write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective andappropriate content.

GRADES 6-8 GRADES 9-10 GRADES 11-12

Res

earc

hto

Bui

ldan

dP

rese

ntK

now

ledg

e

CC.8.6.6-8.F.Conduct short research projects to answer aquestion (including a self-generated question),drawing on several sources and generatingadditional related, focused questions that allowfor multiple avenues of exploration.

CC.8.6.9-10.F.Conduct short as well as more sustainedresearch projects to answer a question(including a self-generated question) or solve aproblem; narrow or broaden the inquiry whenappropriate; synthesize multiple sources on thesubject, demonstrating understanding of thesubject under investigation.

CC.8.6.11-12.F.Conduct short as well as more sustainedresearch projects to answer a question (includinga self-generated question) or solve a problem;narrow or broaden the inquiry when appropriate;synthesize multiple sources on the subject,demonstrating understanding of the subjectunder investigation.

CC.8.6.6-8.G.Gather relevant information from multiple printand digital sources, using search termseffectively; assess the credibility and accuracyof each source; and quote or paraphrase the dataand conclusions of others while avoidingplagiarism and following a standard format forcitation.

CC.8.6.9-10.G.Gather relevant information from multipleauthoritative print and digital sources, usingadvanced searches effectively; assess theusefulness of each source in answering theresearch question; integrate information into thetext selectively to maintain the flow of ideas,avoiding plagiarism and following a standardformat for citation.

CC.8.6.11-12.G.Gather relevant information from multipleauthoritative print and digital sources, usingadvanced searches effectively; assess thestrengths and limitations of each source in termsof the specific task, purpose, and audience;integrate information into the text selectively tomaintain the flow of ideas, avoiding plagiarismand overreliance on any one source andfollowing a standard format for citation.

CC.8.6.6-8.H.Draw evidence from informational texts tosupport analysis, reflection, and research.

CC.8.6.9-10.H.Draw evidence from informational texts tosupport analysis, reflection, and research.

CC.8.6.11-12.H.Draw evidence from informational texts tosupport analysis, reflection, and research.

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8.6 WritingStudents write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective andappropriate content.

GRADES 6-8 GRADES 9-10 GRADES 11-12

Ran

geof

Wri

ting CC.8.6.6-8.I.

Write routinely over extended time frames (timefor reflection and revision) and shorter timeframes (a single sitting or a day or two) for arange of discipline-specific tasks, purposes, andaudiences.

CC.8.6.9-10.I.Write routinely over extended time frames (timefor reflection and revision) and shorter timeframes (a single sitting or a day or two) for arange of discipline-specific tasks, purposes, andaudiences.

CC.8.6.11-12.I.Write routinely over extended time frames (timefor reflection and revision) and shorter timeframes (a single sitting or a day or two) for arange of discipline-specific tasks,purposes, and audiences.

* Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporatenarrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must beable to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technicalsubjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investi-gations or technical work that others can replicate them and (possibly) reach the same results.

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XX

IV.

GL

OSSA

RY

Artifact:

Any

objectm

adeby

human

work

orskill.

Beginnings:

Adem

arcationof

time

designatingstudies

tocom

mence

with

thew

rittenhistorical

record.

Central

issue:T

heprim

aryconcern

fromw

hichother

problems

orm

attersare

derived.For

example,

today’sw

orldm

igrationflow

sare

acentral

issuefrom

which

otherconcerns

suchas

terroristthreats

may

arise.

Chronology:

The

scienceof

measuring

time

andof

datingevents.

Exam

plesinclude

BC

E(before

thecom

mon

era)and

CE

(comm

onera).A

notherreference

tochronology

isC

A,

aroundthe

time,

circa.

Conflict:

The

oppositionof

personsor

groupsthat

givesrise

todram

aticaction.

Suchactions

couldinclude

theuse

offorce

asin

combat.

Culture:

The

skillsand

artsof

agiven

peoplein

agiven

periodof

time

ora

civilization.

Docum

ent:A

nythingw

rittenor

printedused

torecord

orprove

something.

Historical

evidence:Som

ethingthat

makes

something

elsenoticeable,

obviousor

evident.

Historical

passage:A

narticle

orsection

ofa

longerw

orkthat

hasim

portanceto

thepast.

Innovation:T

heintroduction

ofsom

ethingnew

;an

idea,m

ethodor

devise.

Interpretation:E

xplanationor

toreply

toa

situationin

orderto

make

senseof

it(e.g.,

atim

eperiod,

anindividual’s

actions).

Mem

orial:A

nobject

orcerem

onyserving

asa

remem

brancefor

aperson,

group,day,

siteor

event.

Museum

:A

historicaldisplay

ina

building,room

,etc.

forexhibiting

artistic,historical

orscientific

objects.

Present:

Adem

arcationof

time

designatingstudies

tothe

currentyear.

Ch.

4A

CA

DE

MIC

STAN

DA

RD

SA

ND

ASSE

SSME

NT

S22

4-301(295013)

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340M

ar.03

Opinion:

Abelief

basednot

oncertainty

buton

what

seems

tobe

trueor

probable.

Strike:A

work

stoppageby

employees

organizedagainst

them

anagement

ofa

businessentity.

Tim

elines:

Am

easureof

aperiod

duringw

hichsom

ethingexists

orhappens;

usuallydisplayed

inchronological

orderon

agraph

orlinear

lines.

War:

Aconflict

inw

hichtw

oor

more

nationsor

two

orm

oreentities

insidea

nationare

atodds.

Xenophobia:

An

intensefear

ordislike

ofgroups

unknown

ornot

within

one’sexperience

includingthe

group’scustom

sand

culture.

AP

PE

ND

IXD

Academ

icStandards

forthe

Arts

andH

umanities

andH

ealth,Safety

andP

hysicalE

ducationand

Fam

ilyand

Consum

erSciences

Source

The

provisionsof

thisA

ppendixD

adoptedJanuary

10,2003,effectiveJanuary

11,2003,33Pa.B

.255,

unlessotherw

isenoted.

XX

V.

TA

BL

EO

FC

ON

TE

NT

SIntroduction

...............................................X

XV

I.T

HE

AC

AD

EM

ICST

AN

DA

RD

SP

roduction,P

erformance

andE

xhibitionof

Dance,

Music,

Theatre

andV

isualArts

...................................................9.1.

A.

Elem

entsand

Principlesin

eachA

rtForm

B.

Dem

onstrationof

Dance,

Music,

Theatre

andV

isualArts

C.

Vocabulary

within

eachA

rtForm

D.

Stylesin

Production,Perform

anceand

Exhibition

E.

Them

esin

Art

Forms

F.H

istoricaland

Cultural

Production,Perform

anceand

Exhibition

G.

Functionand

Analysis

ofR

ehearsalsand

PracticeSessions

H.

SafetyIssues

inthe

Arts

I.C

omm

unityPerform

ancesand

Exhibitions

J.Technologies

inthe

Arts

K.

Technologiesin

theH

umanities

Historical

andC

ulturalC

ontexts..............................

9.2.A

.C

ontextof

Works

inthe

Arts

B.

Chronology

ofW

orksin

theA

rtsC

.Styles

andG

enrein

theA

rts

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D.

Historical

andC

ulturalPerspectives

E.

Historical

andC

ulturalIm

pacton

Works

inthe

Arts

F.V

ocabularyfor

Historical

andC

ulturalC

ontextG

.G

eographicR

egionsin

theA

rtsH

.Pennsylvania

Artists

I.Philosophical

Context

ofW

orksin

theA

rtsJ.

Historical

Differences

ofW

orksin

theA

rtsK

.T

raditionsW

ithinW

orksin

theA

rtsL

.C

omm

onT

hemes

inW

orksin

theA

rtsC

riticalR

esponse............................................

9.3.A

.C

riticalProcesses

B.

Criteria

C.

Classifications

D.

Vocabulary

forC

riticismE

.Types

ofA

nalysisF.

Com

parisonsG

.C

riticsin

theA

rtsA

estheticR

esponse..........................................

9.4.A

.Philosophical

StudiesB

.A

estheticInterpretation

C.

Environm

entalInfluences

D.

Artistic

Choices

Glossary

................................................X

XV

II.

XX

VI.

INT

RO

DU

CT

ION

The

Academ

icStandards

forthe

Arts

andH

umanities

describew

hatstudents

shouldknow

andbe

ableto

doat

theend

ofgrades

3,5,

8and

12in

thevisual

andperform

ingarts

andthe

understandingabout

humanities

contextw

ithinthe

arts.T

hearts

includedance,

music,

theatreand

visualarts.

The

artsand

thehum

anitiesare

interconnectedthrough

theinclusion

ofhistory,

criticismand

aes-thetics.

Inaddition,

thehum

anitiesinclude

literatureand

language,philosophy,

socialstudies

andw

orldlanguages.

The

areasencom

passedin

thehum

anitiessuch

asjurisprudence,com

parativereligions

andethics

areincluded

among

otherstandards

documents.

The

interconnectedarts

andhum

anitiesareas

aredivided

intothese

standardscategories:

•9.1.

Production,Perform

anceand

Exhibition

ofD

ance,M

usic,T

heatreand

VisualA

rts•

9.2.H

istoricaland

Cultural

Contexts

•9.3.

Critical

Response

•9.4.

Aesthetic

Response

The

Academ

icStandards

forthe

Arts

andH

umanities

definethe

contentfor

plannedinstruction

thatw

illresult

inm

easurablegains

forall

studentsin

knowl-

edgeand

skillsand

providea

basisof

learningfor

continuedstudy

inthe

arts.The

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unifyingthem

esof

production,history,

criticismand

aestheticsare

comm

onto

eacharea

ofstudy

within

theA

cademic

Standardsin

theA

rtsand

Hum

anities.•

Dance

Education

isa

kinestheticart

formthat

satisfiesthe

human

needto

respondto

lifeexperiences

throughm

ovement

ofthe

physicalbeing.

•M

usicE

ducationis

anaural

artform

thatsatisfies

thehum

anneed

torespond

tolife

experiencesthrough

singing,listening

and/orplaying

aninstrum

ent.•

Theatre

Education

isan

interdisciplinaryart

formthat

satisfiesthe

human

needto

expressthoughts

andfeelings

throughw

rittentext,dram

aticinterpre-

tationand

multim

ediaproduction.

•V

isualA

rtsE

ducationis

aspatial

artform

thatsatisfies

thehum

anneed

torespond

tolife

experiencesthrough

images,

structuresand

tactilew

orks.•

Hum

anitiesE

ducationis

theunderstanding

andintegration

ofhum

anthought

andaccom

plishment.

Know

ledgeof

theA

cademic

Standardsfor

theA

rtsand

Hum

anitiesincorpo-

ratescarefully

developedand

integratedcom

ponents:•

Application

ofproblem

solvingskills

•E

xtensivepractice

inthe

comprehension

ofbasic

symbol

systems

andabstract

concepts•

Application

oftechnical

skillsin

practicalproduction

andperform

ance•

Com

prehensionand

applicationof

thecreative

process•

Developm

entand

practiceof

creativethinking

skills•

Developm

entof

verbaland

nonverbalcom

munication

skillsT

hesestandards

providethe

targetsessential

forsuccess

instudent

learningin

artsand

humanities.

They

describethe

expectationsfor

students’achievem

entand

performance

throughouttheir

educationin

Pennsylvaniaschools.

Utilizing

thesestandards,

schoolentities

candevelop

alocal

schoolcurriculum

thatw

illm

eettheir

students’needs.

The

artsrepresent

society’scapacity

tointegrate

human

experiencew

ithindi-

vidualcreativity.C

omprehensive

studyof

thearts

providesan

opportunityfor

allstudents

toobserve,reflect

andparticipate

bothin

thearts

oftheir

cultureand

thecultures

ofothers.

Sequential

studyin

thearts

andhum

anitiesprovides

theknow

ledgeand

theanalytical

skillsnecessary

toevaluate

andcritique

am

edia-saturated

culture.An

artseducation

contributesto

thedevelopm

entof

productivecitizens

who

havegained

creativeand

technologicalknow

ledgenecessary

forem

ployment

inthe

21stC

entury.A

glossaryis

includedto

assistthe

readerin

understandingterm

inologycon-

tainedin

thestandards.

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9.1. Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts

9.1.3. GRADE 3 9.1.5. GRADE 5 9.1.8. GRADE 8 9.1.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to:

A. Know and use the elements and principles of each art form to create works in the arts and humanities.• Elements

• Dance: • energy/force • space • time• Music: • duration • intensity • pitch • timbre• Theatre: • scenario • script/text • set design• Visual Arts: • color • form/shape • line • space • texture • value

• Principles• Dance: • choreography • form • genre • improvisation • style • technique• Music: • composition • form • genre • harmony • rhythm • texture• Theatre: • balance • collaboration • discipline • emphasis • focus • intention • movement • rhythm • style

voice• Visual Arts: • balance • contrast • emphasis/focal point • movement/rhythm • proportion/scale • repetition

unity/harmony

B. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.• Dance: • move • perform • read and notate dance • create and choreograph • improvise• Music: • sing • play an instrument • read and notate music • compose and arrange • improvise• Theatre: • stage productions • read and write scripts • improvise • interpret a role • design sets • direct• Visual Arts: • paint • draw • craft • sculpt • print • design for environment, communication, multi-media

C. Recognize and use fundamentalvocabulary within each of the artsforms.

C. Know and use fundamentalvocabulary within each of thearts forms.

C. Identify and use comprehensivevocabulary within each of thearts forms.

C. Integrate and apply advancedvocabulary to the arts forms.

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9.1.3. GRADE 3 9.1.5. GRADE 5 9.1.8. GRADE 8 9.1.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to:

D. Use knowledge of varied styleswithin each art form through aperformance or exhibition ofunique work.

D. Describe and use knowledge of aspecific style within each artform through a performance orexhibition of a unique work.

D. Demonstrate knowledge of atleast two styles within each artform through performance orexhibition of unique works.

D. Demonstrate specific styles incombination through theproduction or performance of aunique work of art (e.g., a dancecomposition that combines jazzdance and African dance).

E. Demonstrate the ability to defineobjects, express emotions,illustrate an action or relate anexperience through creation ofworks in the arts.

E. Know and demonstrate how artscan communicate experiences,stories or emotions through theproduction of works in the arts.

E. Communicate a unifying themeor point of view through theproduction of works in the arts.

E. Delineate a unifying themethrough the production of a workof art that reflects skills in mediaprocesses and techniques.

F. Identify works of others through aperformance or exhibition (e.g.,exhibition of student paintingsbased on the study of Picasso).

F. Describe works of others throughperformance or exhibition in twoart forms.

F. Explain works of others withineach art form throughperformance or exhibition.

F. Analyze works of arts influencedby experiences or historical andcultural events throughproduction, performance orexhibition.

G. Recognize the function ofrehearsals and practice sessions.

G. Identify the function and benefitsof rehearsal and practicesessions.

G. Explain the function and benefitsof rehearsal and practicesessions.

G. Analyze the effect of rehearsaland practice sessions.

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9.1.3. GRADE 3 9.1.5. GRADE 5 9.1.8. GRADE 8 9.1.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to:

H. Handle materials, equipment andtools safely at work andperformance spaces.• Identify materials used.• Identify issues of cleanliness

related to the arts.• Recognize some mechanical/

electrical equipment.• Recognize differences in

selected physical space/environments.

• Recognize the need to selectsafe props/stage equipment.

• Identify methods for storingmaterials in the arts.

H. Use and maintain materials,equipment and tools safely atwork and performance spaces.• Describe some materials used.• Describe issues of cleanliness

related to the arts.• Describe types of mechanical/

electrical equipment usage.• Know how to work in selected

physical space/environments.• Identify the qualities of safe

props/stage equipment.• Describe methods for storing

materials in the arts.

H. Demonstrate and maintainmaterials, equipment and toolssafely at work and performancespaces.• Analyze the use of materials.• Explain issues of cleanliness

related to the arts.• Explain the use of mechanical/

electrical equipment.• Demonstrate how to work in

selected physical space/environment.

• Demonstrate the selection ofsafe props/stage equipment.

• Demonstrate methods forstoring materials in the arts.

H. Incorporate the effective andsafe use of materials, equipmentand tools into the production ofworks in the arts at work andperformance spaces.• Evaluate the use and

applications of materials.• Evaluate issues of cleanliness

related to the arts.• Evaluate the use and

applications of mechanical/electrical equipment.

• Evaluate differences amongselected physical space/environment.

• Evaluate the use andapplications of safe props/stageequipment.

• Evaluate the use and apply safemethods for storing materialsin the arts.

I. Identify arts events that take placein schools and in communities.

I. Describe arts events that takeplace in schools and incommunities.

I. Know where arts events,performances and exhibitionsoccur and how to gain admission.

I. Distinguish among a variety ofregional arts events and resourcesand analyze methods of selectionand admission.

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9.1.3. GRADE 3 9.1.5. GRADE 5 9.1.8. GRADE 8 9.1.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire theknowledge and skills needed to:

J. Know and use traditional andcontemporary technologies forproducing, performing andexhibiting works in the arts or theworks of others.• Know and use traditional

technologies (e.g., charcoal,pigments, clay, needle/thread,quill pens, stencils, tools forwood carving, looms, stageequipment).

• Know and use contemporarytechnologies (e.g., CDs/software,audio/sound equipment,polymers, clays, board-mixers,photographs, recorders).

J. Apply traditional andcontemporary technologies forproducing, performing andexhibiting works in the arts or theworks of others.• Experiment with traditional

technologies (e.g., ceramic/wooden tools, earthen clays,masks, instruments, folk shoes,etching tools, folk looms).

• Experiment with contemporarytechnologies (e.g., color fills oncomputers, texture methods oncomputers, fonts/point systems,animation techniques, videoteleconferencing, multimediatechniques, internet access,library computer cardcatalogues).

J. Incorporate specific uses oftraditional and contemporarytechnologies within the design forproducing, performing andexhibiting works in the arts or theworks of others.• Explain and demonstrate

traditional technologies (e.g.,paint, tools, sponges, weavingdesigns, instruments, naturalpigments/glazes).

• Explain and demonstratecontemporary technologies (e.g.,MIDI keyboards, internetdesign, computers, interactivetechnologies, audio/soundequipment, board-mixer, videoequipment, computerizedlighting design).

J. Analyze and evaluate the use oftraditional and contemporarytechnologies for producing,performing and exhibiting worksin the arts or the works of others.• Analyze traditional technologies

(e.g., acid printing, etchingmethods, musical instruments,costume materials, eight trackrecording, super 8 movies).

• Analyze contemporarytechnologies (e.g., virtual realitydesign, instrumentenhancements, photographictools, broadcast equipment, filmcameras, preservation tools,web graphics, computergenerated marching banddesigns).

K. Know and use traditional andcontemporary technologies forfurthering knowledge andunderstanding in the humanities.

K. Apply traditional andcontemporary technology infurthering knowledge andunderstanding in the humanities.

K. Incorporate specific uses oftraditional and contemporarytechnologies in furtheringknowledge and understanding inthe humanities.

K. Analyze and evaluate the use oftraditional and contemporarytechnologies in furtheringknowledge and understanding inthe humanities.

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9.2. Historical and Cultural Contexts

9.2.3. GRADE 3 9.2.5. GRADE 5 9.2.8. GRADE 8 9.2.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledgeand skills needed to identify, compare, contrast and analyze works in the arts in their historical and cultural context appropriate for each grade levelin concert with districts’ social studies, literature and language standards.

A. Explain the historical, cultural and social context of an individual work in the arts.

B. Relate works in the arts chronologically to historical events (e.g., 10,000 B.C. to present).

C. Relate works in the arts to varying styles and genre and to the periods in which they were created (e.g., Bronze Age, Ming Dynasty, Renaissance,Classical, Modern, Post-Modern, Contemporary, Futuristic, others).

D. Analyze a work of art from its historical and cultural perspective.

E. Analyze how historical events and culture impact forms, techniques and purposes of works in the arts (e.g., Gilbert and Sullivan operettas).

F. Know and apply appropriate vocabulary used between social studies and the arts and humanities.

G. Relate works in the arts to geographic regions:• Africa• Asia• Australia• Central America• Europe• North America• South America

H. Identify, describe and analyze the work of Pennsylvania Artists in dance, music, theatre and visual arts.

I. Identify, explain and analyze philosophical beliefs as they relate to works in the arts (e.g., classical architecture, rock music, Native American dance,contemporary American musical theatre).

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9.2. Historical and Cultural Contexts

9.2.3. GRADE 3 9.2.5. GRADE 5 9.2.8. GRADE 8 9.2.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledgeand skills needed to identify, compare, contrast and analyze works in the arts in their historical and cultural context appropriate for each grade levelin concert with districts’ social studies, literature and language standards.

J. Identify, explain and analyze historical and cultural differences as they relate to works in the arts (e.g., plays by Shakespeare, works by Michelangelo,ethnic dance and music).

K. Identify, explain and analyze traditions as they relate to works in the arts (e.g., story telling—plays, oral histories— poetry, work songs—blue grass).

L. Identify, explain and analyze common themes, forms and techniques from works in the arts (e.g., Copland and Graham’s Appalachian Spring andMillet’s The Gleaners).

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9.3. Critical Response

9.3.3. GRADE 3 9.3.5. GRADE 5 9.3.8. GRADE 8 9.3.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledgeand skills needed to:

A. Recognize critical processes usedin the examination of works inthe arts and humanities.• Compare and contrast• Analyze• Interpret• Form and test hypotheses• Evaluate/form judgments

A. Identify critical processes in theexamination of works in the artsand humanities.• Compare and contrast• Analyze• Interpret• Form and test hypotheses• Evaluate/form judgments

A. Know and use the critical processof the examination of works inthe arts and humanities.• Compare and contrast• Analyze• Interpret• Form and test hypotheses• Evaluate/form judgments

A. Explain and apply the criticalexamination processes of works inthe arts and humanities.• Compare and contrast• Analyze• Interpret• Form and test hypotheses• Evaluate/form judgments

B. Know that works in the arts canbe described by using the artselements, principles and concepts(e.g., use of color, shape andpattern in Mondrian’s BroadwayBoogie-Woogie; use of dynamics,tempo, texture in Ravel’sBolero).

B. Describe works in the artscomparing similar and contrastingcharacteristics (e.g., staccato inGrieg’s In the Hall of theMountain King and in tap dance).

B. Analyze and interpret specificcharacteristics of works in the artswithin each art form (e.g.,pentatonic scales in Korean andIndonesian music).

B. Determine and apply criteria to aperson’s work and works of othersin the arts (e.g., use visualscanning techniques to critique thestudent’s own use of sculpturalspace in comparison to JulioGonzales’ use of space in WomanCombing Her Hair).

C. Know classification skills withmaterials and processes used tocreate works in the arts (e.g.,sorting and matching textiles,musical chants, televisioncomedies).

C. Classify works in the arts byforms in which they are found(e.g., farce, architecture, graphicdesign).

C. Identify and classify styles, forms,types and genre within art forms(e.g., modern dance and the ethnicdance, a ballad and a patrioticsong).

C. Apply systems of classificationfor interpreting works in the artsand forming a critical response.

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9.3.3. GRADE 3 9.3.5. GRADE 5 9.3.8. GRADE 8 9.3.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledgeand skills needed to:

D. Explain meanings in the arts andhumanities through individualworks and the works of othersusing a fundamental vocabularyof critical response.

D. Compare similar and contrastingimportant aspects of works in thearts and humanities based on a setof guidelines using acomprehensive vocabulary ofcritical response.

D. Evaluate works in the arts andhumanities using a complexvocabulary of critical response.

D. Analyze and interpret works inthe arts and humanities fromdifferent societies using culturallyspecific vocabulary of criticalresponse.

E. Recognize and identify types ofcritical analysis in the arts andhumanities.• Contextual criticism• Formal criticism• Intuitive criticism

E. Describe and use types of criticalanalysis in the arts andhumanities.• Contextual criticism• Formal criticism• Intuitive criticism

E. Interpret and use various types ofcritical analysis in the arts andhumanities.• Contextual criticism• Formal criticism• Intuitive criticism

E. Examine and evaluate varioustypes of critical analysis of worksin the arts and humanities.• Contextual criticism• Formal criticism• Intuitive criticism

F. Know how to recognize andidentify similar and differentcharacteristics among works inthe arts (e.g., Amish andHawaiian quilts, Navahoweavings and Kente cloth fromWest Africa).

F. Know how to recognize theprocess of criticism in identifyingand analyzing characteristicsamong works in the arts.

F. Apply the process of criticism toidentify characteristics amongworks in the arts.

F. Analyze the processes of criticismused to compare the meanings of awork in the arts in both its ownand present time.

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9.3. Critical Response

9.3.3. GRADE 3 9.3.5. GRADE 5 9.3.8. GRADE 8 9.3.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledgeand skills needed to:

G. Know and demonstrate what acritic’s position or opinion isrelated to works in the arts andhumanities (e.g., I like patrioticsongs because ...; The movie wasenjoyed for its exceptionalspecial effects).

G. Describe a critic’s position oropinion about selected works inthe arts and humanities (e.g.,student’s presentation of a criticalposition on Walt Disney’sEvolution of Mickey and MinnieMouse).

G. Compare and contrast criticalpositions or opinions aboutselected works in the arts andhumanities (e.g., critic’s reviewand comparison of Alvin Ailey’sRevelations to Tchaikovsky’s SwanLake).

G. Analyze works in the arts byreferencing the judgmentsadvanced by arts critics as well asone’s own analysis and critique.

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9.4. Aesthetic Response

9.4.3. GRADE 3 9.4.5. GRADE 5 9.4.8. GRADE 8 9.4.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledgeand skills needed to:

A. Know how to respond to aphilosophical statement aboutworks in the arts and humanities(e.g., ‘‘Can artworks that depictor are about ugly or unpleasantthings ever be beautiful?’’).

A. Identify uses of expressivesymbols that show philosophicalmeanings in works in the arts andhumanities (e.g., American TVads versus Asian TV ads).

A. Compare and contrast examplesof group and individualphilosophical meanings of worksin the arts and humanities (e.g.,group discussions on musicaltheatre versus the individual’sconcept of musical theatre).

A. Evaluate an individual’sphilosophical statement on awork in the arts and itsrelationship to one’s own lifebased on knowledge andexperience.

B. Know how to communicate aninformed individual opinionabout the meaning of works inthe arts (e.g., works of an artistof the month).

B. Investigate and communicatemultiple philosophical viewsabout works in the arts.

B. Compare and contrast informedindividual opinions about themeaning of works in the arts toothers (e.g., debate philosophicalopinions within a listserve or atan artist’s website).

B. Describe and analyze the effectsthat works in the arts have ongroups, individuals and theculture (e.g., Orson Welles’ 1938radio broadcast, War of theWorlds).

C. Recognize that the environmentof the observer influencesindividual aesthetic responses toworks in the arts (e.g., the effectof live music as opposed tolistening to the same piece on acar radio).

C. Identify the attributes of variousaudiences’ environments as theyinfluence individual aestheticresponse (e.g., Beatles’ musicplayed by the Boston Pops versusvideo taped concerts from the1970s).

C. Describe how the attributes of theaudience’s environment influenceaesthetic responses (e.g., theambiance of the theatre in aperformance of Andrew LloydWeber’s Cats).

C. Compare and contrast theattributes of various audiences’environments as they influenceindividual aesthetic response(e.g., viewing traditional Irishdance at county fair versus theperformance of River Dance in aconcert hall).

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9.4. Aesthetic Response

9.4.3. GRADE 3 9.4.5. GRADE 5 9.4.8. GRADE 8 9.4.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledgeand skills needed to:

D. Recognize that choices made byartists regarding subject matterand themes communicate ideasthrough works in the arts andhumanities (e.g., artist’sinterpretation through the use ofclassical ballet of the AmericanWest in Agnes De Mille’sRodeo).

D. Explain choices made regardingmedia, technique, form, subjectmatter and themes thatcommunicate the artist’sphilosophy within a work in thearts and humanities (e.g.,selection of stage lighting inLeonard Bernstein’s West SideStory to communicate mood).

D. Describe to what purposephilosophical ideas generated byartists can be conveyed throughworks in the arts and humanities(e.g., T. Ganson’s DestructivePeriods in Russia During Stalin’sand Deniken’s Leadershipconveys her memories andemotions of a specific incident).

D. Analyze and interpret aphilosophical position identifiedin works in the arts andhumanities.

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XX

VII.

GL

OSSA

RY

Aesthetics:

Abranch

ofphilosophy

thatfocuses

onthe

natureof

beauty,the

natureand

valueof

thearts

andthe

inquiryprocesses

andhum

anresponses

theyproduce.

Aesthetic

criteria:Standards

onw

hichto

make

judgments

aboutthe

artisticm

eritof

aw

orkof

art,derived

fromcultural

andem

otionalvalues

andcognitive

meaning.

Aesthetic

response:A

philosophicalreply

tow

orksin

thearts.

Artistic

choices:Selections

made

byartists

inorder

toconvey

meaning.

Arts

resource:A

noutside

comm

unityasset

(e.g.,perform

ances,exhibitions,

performers,

artists).

Assess:

Toanalyze

anddeterm

inethe

natureand

qualityof

theprocess/product

throughm

eansappropriate

tothe

artform

.

Com

munity:

Agroup

ofpeople

who

sharea

comm

onsocial,

historical,regional

orcultural

heritage.

Contem

porarytechnology:

Tools,m

achinesor

implem

entsem

ergingand

usedtoday

forthe

practiceor

productionof

works

inthe

arts.

Context:

Aset

ofinterrelated

backgroundconditions

(e.g.,social,

economic,

political)that

influenceand

givem

eaningto

thedevelopm

entand

receptionof

thoughts,ideas

orconcepts

andthat

definespecific

culturesand

eras.

Create:

Toproduce

works

inthe

artsusing

materials,

techniques,processes,

elements,

principlesand

analysis.

Critical

analysis:T

heprocess

ofexam

iningand

discussingthe

effectiveuses

ofspecific

aspectsof

works

inthe

arts.

Contextual

criticism:

Discussion

andevaluation

with

considerationof

factorssurrounding

theorigin

andheritage

tow

orksin

thearts

andhum

anities.

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ennsylvania

Form

alC

riticism:

Discussion

andevaluation

ofthe

elements

andprinciples

essentialto

works

inthe

artsand

humanities.

IntuitiveC

riticism:

Discussion

andevaluation

ofone’s

subjectiveinsight

tow

orksin

thearts

andhum

anities.

Critical

process:T

heuse

ofsequential

examination

throughcom

parison,analysis,

interpretation,form

ationand

testingof

hypothesisand

evaluationto

formjudgm

ents.

Critical

response:T

heact

orprocess

ofdescribing

andevaluating

them

edia,processes

andm

eaningsof

works

inthe

artsand

making

comparative

judgments.

Culture:

The

way

oflife

ofa

groupof

people,including

customs,

beliefs,arts,

institutionsand

worldview

.C

ultureis

acquiredthrough

many

means

andis

always

changing.

Elem

ents:C

orecom

ponentsthat

supportthe

principlesof

thearts.

Genre:

Atype

orcategory

(e.g.,m

usic—opera,

oratorio;theater—

tragedy,com

edy;dance—

modern,

ballet;visual

arts—pastoral,

scenesof

everydaylife).

Hum

anities:T

hebranch

oflearning

thatconnects

thefine

arts,literature,

languages,philosophy

andcultural

science.T

hehum

anitiesare

concernedw

iththe

understandingand

integrationof

human

thoughtand

accomplishm

ent.

Improvisation:

Spontaneouscreation

requiringfocus

andconcentration.

MID

Ikeyboard:

(Musical

Instrument

Digital

Interface)A

pieceof

equipment

thatinteracts

with

acom

puterthat

usesa

MID

Ilanguage

set-upto

notateand

playm

usic.

Multim

edia:T

hecom

bineduse

ofm

edia,such

asm

ovies,C

D-R

OM

s,television,

radio,print

andthe

Internetfor

entertainment

andpublicity.

Original

works

inthe

arts:D

ance,m

usic,theatre

andvisual

artspieces

createdby

performing

orvisual

artists.

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Principles:

Essential

assumptions,

basicor

essentialqualities

determining

intrinsiccharacteristics.

Style:A

distinctiveor

characteristicm

annerof

expression.

Technique:Specific

skillsand

detailsem

ployedby

anartist,

craftspersonor

performer

inthe

productionof

works

inthe

arts.

Tim

bre:A

uniquequality

ofsound.

Traditions:

Know

ledge,opinions

andcustom

sa

groupfeels

isso

important

thatm

embers

continueto

practiceit

andpass

iton

toother

generations.

Traditional

technology:Tools,

machines

orim

plements

usedfor

thehistorical

practiceor

productionof

works

inthe

arts.

Vocabulary:

Age

andcontent

appropriateterm

sused

inthe

instructionof

thearts

andhum

anitiesthat

demonstrate

levelsof

proficiencyas

definedin

localcurriculum

(i.e.,fundam

ental—grade

3,com

prehensive—grade

5,discrim

inating—grade

8and

advanced—grade

12).

Academ

icStandards

forH

ealth,Safety

andP

hysicalE

ducation

XX

VIII.

TA

BL

EO

FC

ON

TE

NT

SIntroduction

..............................................X

XIX

.T

HE

AC

AD

EM

ICST

AN

DA

RD

SC

onceptsof

Health

.........................................10.1.

A.

Stagesof

Grow

thand

Developm

entB

.Interaction

ofB

odySystem

sC

.N

utritionD

.A

lcohol,Tobacco

andC

hemical

SubstancesE

.H

ealthProblem

sand

Disease

PreventionH

ealthfulL

iving............................................

10.2.A

.H

ealthPractices,

Productsand

ServicesB

.H

ealthInform

ationand

Consum

erC

hoicesC

.H

ealthInform

ationand

theM

ediaD

.D

ecision-making

SkillsE

.H

ealthand

theE

nvironment

Safetyand

InjuryP

revention.................................

10.3.

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A.

Safe/Unsafe

PracticesB

.E

mergency

Responses/

InjuryM

anagement

C.

Strategiesto

Avoid/M

anageC

onflictD

.Safe

Practicesin

PhysicalActivity

PhysicalA

ctivity............................................

10.4.A

.PhysicalA

ctivitiesT

hatProm

oteH

ealthand

FitnessB

.E

ffectsof

Regular

ParticipationC

.R

esponsesof

theB

odySystem

sto

PhysicalActivity

D.

PhysicalActivity

PreferencesE

.PhysicalA

ctivityand

Motor

SkillIm

provement

F.PhysicalA

ctivityand

Group

InteractionC

oncepts,P

rinciplesand

Strategiesof

Movem

ent.................................................

10.5.A

.M

ovement

Skillsand

Concepts

B.

Motor

SkillD

evelopment

C.

PracticeStrategies

D.

Principlesof

Exercise/T

rainingE

.Scientific

PrinciplesT

hatAffect

Movem

entF.

Gam

eStrategies

Glossary

..................................................X

XX

.

XX

IX.

INT

RO

DU

CT

ION

This

document

includesA

cademic

Standardsfor

Health,

Safetyand

PhysicalE

ducationin

thesecategories:

•10.1

Concepts

ofH

ealth•

10.2H

ealthfulL

iving•

10.3Safety

andInjury

Prevention•

10.4PhysicalA

ctivity•

10.5C

oncepts,Principles

andStrategies

ofM

ovement

The

Academ

icStandards

forH

ealth,Safety

andPhysical

Education

describew

hatstudents

shouldknow

andbe

ableto

doby

theend

ofthird,sixth,ninth

andtw

elfthgrade.T

hestandards

aresequential

acrossthe

gradelevels

andreflect

theincreasing

complexity

andrigor

thatstudents

areexpected

toachieve.

The

Stan-dards

definethe

contentfor

plannedinstruction

thatw

illresult

inm

easurablegains

forall

studentsin

knowledge

andskill.

Schoolentities

will

usethese

stan-dards

todevelop

localschoolcurriculumand

assessments

thatwillm

eettheneeds

ofthe

students.T

heA

cademic

Standardsfor

Health,

Safetyand

PhysicalE

ducationprovide

studentsw

iththe

knowledge

andskills

thatw

illenable

themto

achieveand

maintain

aphysically

activeand

healthfullife.T

heattainm

entof

thesestandards

will

favorablyim

pacttheir

livesand

thelives

ofthose

aroundthem

.B

ybecom

-ing

andrem

ainingphysically,m

entally,sociallyand

emotionally

healthy,studentsw

illincrease

theirchances

ofachieving

totheir

highestacadem

icpotential.

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The

Academ

icStandards

forH

ealth,Safety

andPhysical

Education

provideparents

with

specificinform

ationabout

theknow

ledgeand

skillsstudents

shouldbe

developingas

theyprogress

throughtheir

educationalprogram

s.W

iththe

standardsserving

asclearly

definedtargets,

parents,students,

teachersand

com-

munity

mem

bersw

illbe

ableto

become

partnersin

helpingchildren

achieveeducational

success.A

glossaryis

includedto

assistthe

readerin

understandingterm

inologycon-

tainedin

thestandards.

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10.1. Concepts of Health

10.1.3. GRADE 3 10.1.6. GRADE 6 10.1.9. GRADE 9 10.1.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledgeand skills needed to:

A. Identify and describe the stagesof growth and development.• infancy• childhood• adolescence• adulthood• late adulthood

A. Describe growth and developmentchanges that occur betweenchildhood and adolescence andidentify factors that can influencethese changes.• education• socioeconomic

A. Analyze factors that impactgrowth and development betweenadolescence and adulthood.• relationships (e.g., dating,

friendships, peer pressure)• interpersonal communication• risk factors (e.g., physical

inactivity, substance abuse,intentional/unintentional injuries,dietary patterns)

• abstinence• STD and HIV prevention• community

A. Evaluate factors that impactgrowth and development duringadulthood and late adulthood.• acute and chronic illness• communicable and non-

communicable disease• health status• relationships (e.g., marriage,

divorce, loss)• career choice• aging process• retirement

B. Identify and know the locationand function of the major bodyorgans and systems.• circulatory• respiratory• muscular• skeletal• digestive

B. Identify and describe the structureand function of the major bodysystems.• nervous• muscular• integumentary• urinary• endocrine• reproductive• immune

B. Analyze the interdependenceexisting among the body systems.

B. Evaluate factors that impact thebody systems and applyprotective/preventive strategies.• fitness level• environment (e.g., pollutants,

available health care)• health status (e.g., physical,

mental, social)• nutrition

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10.1. Concepts of Health

10.1.3. GRADE 3 10.1.6. GRADE 6 10.1.9. GRADE 9 10.1.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledgeand skills needed to:

C. Explain the role of the food guidepyramid in helping people eat ahealthy diet.• food groups• number of servings• variety of food• nutrients

C. Analyze nutritional concepts thatimpact health.• caloric content of foods• relationship of food intake and

physical activity (energy output)• nutrient requirements• label reading• healthful food selection

C. Analyze factors that impactnutritional choices of adolescents.• body image• advertising• dietary guidelines• eating disorders• peer influence• athletic goals

C. Analyze factors that impactnutritional choices of adults.• cost• food preparation (e.g., time,

skills)• consumer skills (e.g.,

understanding food labels,evaluating fads)

• nutritional knowledge• changes in nutritional

requirements (e.g., age, physicalactivity level)

D. Know age appropriate druginformation.• definition of drugs• effects of drugs• proper use of medicine• healthy/unhealthy risk-taking

(e.g. inhalant use, smoking)• skills to avoid drugs

D. Explain factors that influencechildhood and adolescent druguse.• peer influence• body image (e.g., steroids,

enhancers)• social acceptance• stress• media influence• decision-making/refusal skills• rules, regulations and laws• consequences

D. Analyze prevention andintervention strategies in relationto adolescent and adult drug use.• decision-making/refusal skills• situation avoidance• goal setting• professional assistance (e.g.,

medical, counseling. supportgroups)

• parent involvement

D. Evaluate issues relating to theuse/non-use of drugs.• psychology of addiction• social impact (e.g., cost,

relationships)• chemical use and fetal

development• laws relating to alcohol, tobacco

and chemical substances• impact on the individual• impact on the community

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10.1. Concepts of Health

10.1.3. GRADE 3 10.1.6. GRADE 6 10.1.9. GRADE 9 10.1.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledgeand skills needed to:

E. Identify types and causes ofcommon health problems ofchildren.• infectious diseases (e.g., colds,

flu, chickenpox)• noninfectious diseases (e.g.,

asthma, hay fever, allergies,lyme disease)

• germs• pathogens• heredity

E. Identify health problems that canoccur throughout life and describeways to prevent them.• Diseases (e.g., cancer diabetes,

STD/HIV/AIDS, cardiovasculardisease)

• Preventions (i.e. do not smoke,maintain proper weight, eat abalanced diet, practice sexualabstinence, be physically active)

E. Analyze how personal choice,disease and genetics can impacthealth maintenance and diseaseprevention.

E. Identify and analyze factors thatinfluence the prevention andcontrol of health problems.• research• medical advances• technology• government policies/regulations

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10.2. Healthful Living

10.2.3. GRADE 3 10.2.6. GRADE 6 10.2.9. GRADE 9 10.2.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledgeand skills needed to:

A. Identify personal hygienepractices and communityhelpers that promotehealth and prevent thespread of disease.

A. Explain the relationshipbetween personal healthpractices and individualwell-being.• immunizations• health examinations

A. Identify and describehealth care products andservices that impactadolescent health practices.

A. Evaluate health careproducts and services thatimpact adult healthpractices.

B. Identify health-relatedinformation.• signs and symbols• terminology• products and services

B. Explain the relationshipbetween health-relatedinformation and consumerchoices.• dietary guidelines/food

selection• sun exposure guidelines/

sunscreen selection

B. Analyze the relationshipbetween health-relatedinformation and adolescentconsumer choices.• tobacco products• weight control products

B. Assess factors that impactadult health consumerchoices.• access to health

information• access to health care• cost• safety

C. Identify media sourcesthat influence health andsafety.

C. Explain the media’s effecton health and safetyissues.

C. Analyze media health andsafety messages anddescribe their impact onpersonal health and safety.

C. Compare and contrast thepositive and negativeeffects of the media onadult personal health andsafety.

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10.2. Healthful Living

10.2.3. GRADE 3 10.2.6. GRADE 6 10.2.9. GRADE 9 10.2.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledgeand skills needed to:

D. Identify the steps in adecision making process.

D. Describe and apply thesteps of a decision makingprocess to health andsafety issues.

D. Analyze and apply adecision making process toadolescent health andsafety issues.

D. Examine and apply adecision making process tothe development of shortand long-term healthgoals.

E. Identify environmentalfactors that affect health.• pollution (e.g., air,

water, noise, soil)• waste disposal• temperature extremes• insects/animals

E. Analyze environmentalfactors that impact health.• indoor air quality (e.g.,

second-hand smoke,allergens)

• chemicals, metals, gases(e.g., lead, radon, carbonmonoxide)

• radiation• natural disasters

E. Explain theinterrelationship betweenthe environment andpersonal health.• ozone layer/skin cancer• availability of health

care/individual health• air pollution/respiratory

disease• breeding environments/

lyme disease/West Nilevirus

E. Analyze theinterrelationship betweenenvironmental factors andcommunity health.• public health policies and

laws/health promotionand disease prevention

• individual choices/maintenance ofenvironment

• recreationalopportunities/healthstatus

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10.3. Safety and Injury Prevention

10.3.3. GRADE 3 10.3.6 GRADE 6 10.3.9. GRADE 9 10.3.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledgeand skills needed to:

A. Recognize safe/unsafe practicesin the home, school andcommunity.• general (e.g., fire, electrical,

animals)• modes of transportation (e.g.,

pedestrian, bicycle, vehicular)• outdoor (e.g., play, weather,

water)• safe around people (e.g., safe/

unsafe touch, abuse, stranger,bully)

A. Explain and apply safe practicesin the home, school andcommunity.• emergencies (e.g., fire, natural

disasters)• personal safety (e.g., home

alone, latch key, harassment)• communication (e.g., telephone,

Internet)• violence prevention (e.g., gangs,

weapons)

A. Analyze the role of individualresponsibility for safe practicesand injury prevention in thehome, school and community.• modes of transportation (e.g.,

pedestrian, bicycle, vehicular,passenger, farm vehicle, all-terrain vehicle)

• violence prevention in school• self-protection in the home• self-protection in public places

A. Assess the personal and legalconsequences of unsafe practicesin the home, school orcommunity.• loss of personal freedom• personal injury• loss of income• impact on others• loss of motor vehicle operator’s

license

B. Recognize emergency situationsand explain appropriateresponses.• importance of remaining calm• how to call for help• simple assistance procedures• how to protect self

B. Know and apply appropriateemergency responses.• basic first aid• Heimlich maneuver• universal precautions

B. Describe and apply strategies foremergency and long-termmanagement of injuries.• rescue breathing• water rescue• self-care• sport injuries

B. Analyze and apply strategies forthe management of injuries.• CPR• advanced first aid

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10.3. Safety and Injury Prevention

10.3.3. GRADE 3 10.3.6 GRADE 6 10.3.9. GRADE 9 10.3.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledgeand skills needed to:

C. Recognize conflict situations andidentify strategies to avoid orresolve.• walk away• I-statements• refusal skills• adult intervention

C. Describe strategies to avoid ormanage conflict and violence.• anger management• peer mediation• reflective listening• negotiation

C. Analyze and apply strategies toavoid or manage conflict andviolence during adolescence.• effective negotiation• assertive behavior

C. Analyze the impact of violence onthe victim and surroundingcommunity.

D. Identify and use safe practices inphysical activity settings (e.g.,proper equipment, knowledge ofrules, sun safety, guidelines ofsafe play, warm-up, cool-down).

D. Analyze the role of individualresponsibility for safety duringphysical activity.

D. Analyze the role of individualresponsibility for safety duringorganized group activities.

D. Evaluate the benefits, risks andsafety factors associated with self-selected life-long physicalactivities.

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10.4. Physical Activity

10.4.3. GRADE 3 10.4.6. GRADE 6 10.4.9. GRADE 9 10.4.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledgeand skills needed to:

A. Identify and engage in physicalactivities that promote physicalfitness and health.

A. Identify and engage in moderateto vigorous physical activities thatcontribute to physical fitness andhealth.

A. Analyze and engage in physicalactivities that aredevelopmentally/individuallyappropriate and supportachievement of personal fitnessand activity goals.

A. Evaluate and engage in anindividualized physical activityplan that supports achievement ofpersonal fitness and activity goalsand promotes life-longparticipation.

B. Know the positive and negativeeffects of regular participation inmoderate to vigorous physicalactivities.

B. Explain the effects of regularparticipation in moderate tovigorous physical activities on thebody systems.

B. Analyze the effects of regularparticipation in moderate tovigorous physical activities inrelation to adolescent healthimprovement.• stress management• disease prevention• weight management

B. Analyze the effects of regularparticipation in a self-selectedprogram of moderate to vigorousphysical activities.• social• physiological• psychological

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10.4. Physical Activity

10.4.3. GRADE 3 10.4.6. GRADE 6 10.4.9. GRADE 9 10.4.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledgeand skills needed to:

C. Know and recognize changes inbody responses during moderateto vigorous physical activity.• heart rate• breathing rate

C. Identify and apply ways tomonitor and assess the body’sresponse to moderate to vigorousphysical activity.• heart rate monitoring• checking blood pressure• fitness assessment

C. Analyze factors that affect theresponses of body systems duringmoderate to vigorous physicalactivities.• exercise (e.g., climate, altitude,

location, temperature)• healthy fitness zone• individual fitness status (e.g.,

cardiorespiratory fitness,muscular endurance, muscularstrength, flexibility)

• drug/substance use/abuse

C. Evaluate how changes in adulthealth status may affect theresponses of the body systemsduring moderate to vigorousphysical activity.• aging• injury• disease

D. Identify likes and dislikes relatedto participation in physicalactivities.

D. Describe factors that affectchildhood physical activitypreferences.• enjoyment• personal interest• social experience• opportunities to learn new

activities• parental preference• environment

D. Analyze factors that affectphysical activity preferences ofadolescents.• skill competence• social benefits• previous experience• activity confidence

D. Evaluate factors that affectphysical activity and exercisepreferences of adults.• personal challenge• physical benefits• finances• motivation• access to activity• self-improvement

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10.4. Physical Activity

10.4.3. GRADE 3 10.4.6. GRADE 6 10.4.9. GRADE 9 10.4.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledgeand skills needed to:

E. Identify reasons why regularparticipation in physical activitiesimproves motor skills.

E. Identify factors that have animpact on the relationship betweenregular participation in physicalactivity and the degree of motorskill improvement.• success-oriented activities• school-community resources• variety of activities• time on task

E. Analyze factors that impact on therelationship between regularparticipation in physical activityand motor skill improvement.• personal choice• developmental differences• amount of physical activity• authentic practice

E. Analyze the interrelationshipsamong regular participation inphysical activity, motor skillimprovement and the selection andengagement in lifetime physicalactivities.

F. Recognize positive and negativeinteractions of small groupactivities.• roles (e.g., leader, follower)• cooperation/sharing• on task participation

F. Identify and describe positive andnegative interactions of groupmembers in physical activities.• leading• following• teamwork• etiquette• adherence to rules

F. Analyze the effects of positive andnegative interactions of adolescentgroup members in physicalactivities.• group dynamics• social pressure

F. Assess and use strategies forenhancing adult group interactionin physical activities.• shared responsibility• open communication• goal setting

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10.5. Concepts, Principles and Strategies of Movement

10.5.3. GRADE 3 10.5.6. GRADE 6 10.5.9. GRADE 9 10.5.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledgeand skills needed to:

A. Recognize and use basicmovement skills and concepts.• locomotor movements (e.g., run,

leap, hop)• non-locomotor movements (e.g.,

bend, stretch, twist)• manipulative movements (e.g.,

throw, catch, kick)• relationships (e.g., over, under,

beside)• combination movements (e.g.,

locomotor, non-locomotor,manipulative)

• space awareness (e.g., self-space, levels, pathways,directions)

• effort (e.g., speed, force)

A. Explain and apply the basicmovement skills and concepts tocreate and perform movementsequences and advanced skills.

A. Describe and apply thecomponents of skill-related fitnessto movement performance.• agility• balance• coordination• power• reaction time• speed

A. Apply knowledge of movementskills, skill-related fitness andmovement concepts to identifyand evaluate physical activitiesthat promote personal lifelongparticipation.

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10.5.3. GRADE 3 10.5.6. GRADE 6 10.5.9. GRADE 9 10.5.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledgeand skills needed to:

B. Recognize and describe theconcepts of motor skilldevelopment using appropriatevocabulary.• form• developmental differences• critical elements• feedback

B. Identify and apply the concepts ofmotor skill development to avariety of basic skills.• transfer between skills• selecting relevant cues• types of feedback• movement efficiency• product (outcome/result)

B. Describe and apply concepts ofmotor skill development thatimpact the quality of increasinglycomplex movement.• response selection• stages of learning a motor skill

i.e. verbal cognitive, motor,automatic

• types of skill i.e. discrete, serial,continuous

B. Incorporate and synthesizeknowledge of motor skilldevelopment concepts to improvethe quality of motor skills.• open and closed skills• short-term and long-term

memory• aspects of good performance

C. Know the function of practice. C. Describe the relationship betweenpractice and skill development.

C. Identify and apply practicestrategies for skill improvement.

C. Evaluate the impact of practicestrategies on skill developmentand improvement.

D. Identify and use principles ofexercise to improve movementand fitness activities.• frequency/how often to exercise• intensity/how hard to exercise• time/how long to exercise• type/what kind of exercise

D. Describe and apply the principlesof exercise to the components ofhealth-related and skill-relatedfitness.• cardiorespiratory endurance• muscular strength• muscular endurance• flexibility• body composition

D. Identify and describe theprinciples of training usingappropriate vocabulary.• specificity• overload• progression• aerobic/anaerobic• circuit/interval• repetition/set

D. Incorporate and synthesizeknowledge of exercise principles,training principles and health andskill-related fitness components tocreate a fitness program forpersonal use.

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10.5. Concepts, Principles and Strategies of Movement

10.5.3. GRADE 3 10.5.6. GRADE 6 10.5.9. GRADE 9 10.5.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledgeand skills needed to:

E. Know and describe scientificprinciples that affect movementand skills using appropriatevocabulary.• gravity• force production/absorption• balance• rotation

E. Identify and use scientificprinciples that affect basicmovement and skills usingappropriate vocabulary.• Newton’s Laws of Motion• application of force• static/dynamic balance• levers• flight

E. Analyze and apply scientific andbiomechanical principles tocomplex movements.• centripetal/centrifugal force• linear motion• rotary motion• friction/resistance• equilibrium• number of moving segments

E. Evaluate movement forms forappropriate application ofscientific and biomechanicalprinciples.• efficiency of movement• mechanical advantage• kinetic energy• potential energy• inertia• safety

F. Recognize and describe gamestrategies using appropriatevocabulary.• faking/dodging• passing/receiving• moving to be open• defending space• following rules of play

F. Identify and apply game strategiesto basic games and physicalactivities.• give and go• one on one• peer communication

F. Describe and apply game strategiesto complex games and physicalactivities.• offensive strategies• defensive strategies• time management

F. Analyze the application of gamestrategies for different categoriesof physical activities.• individual• team• lifetime• outdoor

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XX

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OSSA

RY

Abstinence:

Choosing

notto

dosom

ethingor

completely

givingsom

ethingup

inorder

togain

something.

Acute

illness:A

healthcondition

ofsudden

onset,sharp

risesand

shortcourse.

Adolescence:

The

periodof

lifebeginning

with

pubertyand

endingw

ithcom

pletedgrow

th.

Aerobic:

Physicalactivity

orexercise

doneat

asteady

pacefor

anextended

periodof

time

sothat

theheart

cansupply

asm

uchoxygen

asthe

bodyneeds

(e.g.,w

alking,running,

swim

ming,

cycling).

Agility:

Acom

ponentof

physicalfitness

thatrelates

tothe

abilityto

rapidlychange

theposition

ofthe

entirebody

inspace

with

speedand

accuracy.

AID

SA

cquiredIm

mune

Deficiency

Syndrome:

acondition

thatresults

when

infectionw

ithH

IVcauses

abreakdow

nof

thebody’s

abilityto

fightother

infections.

Allergen:

Asubstance

thatstim

ulatesthe

productionof

antibodiesand

subsequentlyresults

inallergic

reactions(e.g.,

mold

spores,cat/dog

dander,dust).

Anaerobic:

Physicalactivity

orexercise

donein

short,fast

burstsso

thatthe

heartcannot

supplyoxygen

asfast

asthe

bodyneeds

(e.g.,sprinting,

weightlifting,

football).

Assertive:

The

expressionof

thoughtsand

feelingsw

ithoutexperiencing

anxietyor

threateningothers.

Autom

aticStage

ofL

earning:M

ovement

responsesflow

andthe

individualcan

focuson

what

todo

without

thinkingabout

it.

Balance:

Askill-related

component

ofphysical

fitnessthat

relatesto

them

aintenanceof

equilibriumw

hilestationary

orm

oving.

Biom

echanicalprinciples:

The

scienceconcerned

with

theaction

offorces,

internalor

external,on

theliving

body.

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Body

composition:

Ahealth-related

component

ofphysical

fitnessthat

relatesto

thepercentage

offat

tissueand

leantissue

inthe

body.

Body

systems:

Anatom

icallyor

functionallyrelated

partsof

thebody

(e.g.,skeletal,

nervous,im

mune,

circulatorysystem

s).

Caloric

content:T

heam

ountof

energysupplied

byfood.

The

more

caloriesin

thefood,

them

orefattening.

Cardiorespiratory

fitness:A

healthrelated

component

ofphysical

fitnessrelating

tothe

abilityof

thecirculatory

andrespiratory

systems

tosupply

oxygenduring

sustainedphysical

activity.

Centrifugal:

The

forcethat

seems

topull

anobject

away

fromthe

centeras

itm

ovesin

acircle.

Centripetal:

The

forcethat

isrequired

tokeep

anobject

moving

arounda

circularpath.

Chronic

illness:A

healthcondition

oflong

durationor

frequentrecurrence.

Circuit

training:E

xerciseprogram

,sim

ilarto

anobstacle

course,in

which

theperson

goesfrom

oneplace

toanother

doinga

differentexercise

ateach

place.

Closed:

Skillsthat

areperform

edin

anenvironm

entthat

doesnot

changeor

thatchanges

verylittle,

suchas

archeryor

thefoul

shotin

basketball.

Com

municable:

Illnesscaused

bypathogens

thatenter

thebody

throughdirect

orindirect

contactand

canbe

transmitted

fromone

hostto

another.

Com

munity

helpers:A

nygroup

orindividual

who

playsa

rolein

healthprom

otionor

diseaseprevention

suchas

doctors,nurses,

dentists,teachers,

parents,firem

en,policem

en,trash

collectors,anim

alcontrol

officers.

Continuous:

Two

orm

orerepetitions

ofthe

same

skillsuch

asdribbling

inbasketball

orsoccer.

Cool-dow

n:B

rief,m

ildexercise

doneafter

vigorousexercise

tohelp

thebody

safelyreturn

toa

restingstate.

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Coordination:

Askill-related

component

ofphysical

fitnessthat

relatesto

theability

touse

thesenses

togetherw

ithbody

partsin

performing

motor

taskssm

oothlyand

accurately.

CP

R:

Afirst

aidtechnique,

which

involvesrescue

breathingand

chest(heart)

compressions,

thatis

usedto

revivea

personw

hoseheart

hasstopped

beating.

Critical

elements:

The

important

partsof

askill.

Decision-m

akingprocess:

An

organizedapproach

tom

akingchoices.

Developm

entaldifferences:

Learners

areat

differentlevels

intheir

motor,

cognitive,em

otional,social

andphysical

development.

The

learners’developm

entalstatus

will

affecttheir

abilityto

learnor

improve.

Developm

entallyappropriate:

Motor

skilldevelopm

entand

changethat

occurin

anorderly,

sequentialfashion

andare

ageand

experiencerelated.

Directions:

Forward,

backward,

left,right,

up,dow

n.

Discrete:

Singleskill

performed

inisolation

fromother

motor

skillssuch

asthe

soccerpenalty

kickand

golfstroke.

Dynam

icbalance:

Equilibrium

usedw

henin

motion,

startingand

stopping.

Eating

disorders:Food-related

dysfunctionin

which

aperson

changeseating

habitsin

aw

aythat

isharm

fulto

them

indor

body(e.g.,

bulimia,

anorexianervosa).

Efficiency

ofm

ovement:

The

stateor

qualityof

competence

inperform

ancew

ithm

inimum

expenditureof

time

andeffort.

Equilibrium

:State

inw

hichthere

isno

changein

them

otionof

abody.

Feedback:

Information

givento

thelearner

abouthow

toim

proveor

correcta

movem

ent.

Flexibility:

Ahealth-related

component

ofphysical

fitnessthat

relatesto

therange

ofm

otionavailable

ata

joint.

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Food

guidepyram

id:A

visualtool

usedto

helppeople

planhealthy

dietsaccording

tothe

Dietary

Guidelines

forA

merica.

Force:

Any

externalagent

thatcauses

achange

inthe

motion

ofa

body.

Form

:M

anneror

styleof

performing

am

ovement

accordingto

recognizedstandards

oftechnique.

Good

performance:

The

abilityto

correctlyselect

what

todo

andthe

abilityto

executethe

selectionappropriately.

Health:

Astate

ofcom

pletephysical,

mental

andsocial

well-being;

notm

erelythe

absenceof

diseaseand

infirmity.

Health

education:Planned,

sequentialK

—12

programof

curriculaand

instructionthat

helpsstudents

developknow

ledge,attitudes

andskills

relatedto

thephysical,

mental,

emotional

andsocial

dimensions

ofhealth.

Health-related

fitness:C

omponents

ofphysical

fitnessthat

havea

relationshipw

ithgood

health.C

omponents

arecardiorespiratory

endurance,m

uscularstrength

andendurance,

flexibilityand

bodycom

position.

Heim

lichm

aneuver:A

firstaid

techniquethat

isused

torelieve

complete

airway

obstruction.

HIV

:H

uman

imm

unodeficiencyvirus

thatinfects

cellsof

theim

mune

systemand

othertissues

andcauses

acquiredim

munodeficiency

syndrome

(AID

S).

I-statement:

Astatem

entdescribing

aspecific

behavioror

eventand

theeffect

thatbehavior

orevent

hason

aperson

andthe

feelingsthat

result.

Inertia:A

bodyat

restw

illrem

ainat

restand

abody

inm

otionw

illrem

ainin

motion

unlessacted

uponby

aforce.

Inhalant:C

hemicals

thatproduce

vaporsthat

acton

thecentral

nervoussystem

andalter

auser’s

moods,

perceptions,feelings,

personalityand

behaviorsuch

asairplane

glueand

aerosols.

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Integumentary

system:

Body

systemcom

posedof

theskin,

hair,nails

andglands.

Intensity:H

owhard

aperson

shouldexercise

toim

provefitness.

Intervaltraining:

An

anaerobicexercise

programthat

consistsof

runsof

shortdistance

followed

byrest.

Kinetic:

Energy

thatan

objectpossesses

becauseit

ism

oving,such

asa

pitchedbaseball

ora

personrunning.

Levels:

Positionsof

thebody

(e.g.,high,

medium

,low

).

Linear

motion:

Movem

entw

hichoccurs

ina

straightpath.

Locom

otorm

ovement:

Movem

entsproducing

physicaldisplacem

entof

thebody,

usuallyidentified

byw

eighttransference

viathe

feet.B

asiclocom

otorsteps

arethe

walk,

run,hop

andjum

pas

well

asthe

irregularrhythm

iccom

binationsof

theskip,

slideand

gallop.

Long-term

mem

ory:A

bilityto

recallinform

ationthat

was

learneddays

oreven

yearsago.

Manipulative

movem

ents:C

ontrolof

objectsw

ithbody

partsand

implem

ents.Action

causesan

objectto

move

fromone

placeto

another.

Mechanical

advantage:T

heratio

between

theforce

putinto

am

achineand

theforce

thatcom

esout

ofthe

same

machine.

Media

sources:V

ariousform

sof

mass

comm

unicationsuch

astelevision,

radio,m

agazines,new

spapersand

Internet.

Moderate

physicalactivity:Sustained,

repetitive,large

muscle

movem

ents(e.g.,

walking,

running,cycling)

doneat

lessthan

60%of

maxim

umheart

ratefor

age.M

aximum

heartrate

is220

beatsper

minute

minus

participant’sage.

Motor

skills:N

on-fitnessabilities

thatim

provew

ithpractice

andrelate

toone’s

abilityto

performspecific

sportsand

otherm

otortasks

(e.g.,tennis

serve,shooting

abasketball).

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Motor

stageof

learning:Individual

working

toperfect

them

otorskill

andm

akesconscious

adjustments

tothe

environment.

Movem

entskills:

Proficiencyin

performing

nonlocomotor,

locomotor

andm

anipulativem

ovements

thatare

thefoundation

forparticipation

inphysical

activities.

Muscular

endurance:A

health-relatedcom

ponentof

physicalfitness

thatrelates

tothe

abilityof

am

uscleto

continueto

performw

ithoutfatigue.

Muscular

strength:A

health-relatedcom

ponentof

physicalfitness

thatrelates

tothe

abilityof

them

uscleto

exertforce.

New

ton’sL

aws

ofM

otion:T

hreelaw

sby

SirIsaac

New

tonthat

explainthe

relationsbetw

eenforce

andthe

motions

producedby

them:

The

Law

ofInertia,

Forceand

Acceleration,

Reacting

Forces.

Noncom

municable:

Illnessthat

isnot

causedby

apathogen

thatis

nottransm

ittedfrom

onehost

toanother.

Nonlocom

otorm

ovement:

Movem

entsthat

donot

producephysical

displacement

ofthe

body.

Nutrient:

Abasic

component

offood

thatnourishes

thebody.

Open:

Skillperform

edin

anenvironm

entthat

variesor

isunpredictable

suchas

thetennis

forehandor

thesoccer

pass.

Overload:

Aprinciple

ofexercise

thatstates

thatthe

onlyw

ayto

improve

fitnessis

toexercise

more

thanthe

normal.

Pathw

ays:Patterns

oftravel

while

performing

locomotor

movem

ents(e.g.,

straight,curved,

zigzag).

Physical

activity:B

odilym

ovement

thatis

producedby

thecontraction

ofskeletal

muscle

andw

hichsubstantially

increasesenergy

expenditure.

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Physical

education:Planned,

sequential,m

ovement-based

programof

curriculaand

instructionthat

helpsstudents

developknow

ledge,attitudes,

motor

skills,self-

managem

entskills

andconfidence

neededto

adaptand

maintain

aphysically

activelife.

Physical

fitness:A

setof

attributesthat

peoplehave

orachieve

andthat

relateto

theirability

toperform

physicalactivity.

Generally

acceptedto

consistof

health-related

fitnessand

skill-relatedfitness.

Potential:

Energy

storedin

abody

becauseof

itsposition

suchas

thecrouch

positionprior

toa

jump.

Pow

er:A

skill-relatedcom

ponentof

physicalfitness

thatrelates

tothe

rateat

which

onecan

performw

ork.

Principles

ofexercise:

Guidelines

tofollow

toobtain

them

aximum

benefitsfrom

physicalactivity

andexercise.

Principles

oftraining:

Guidelines

tofollow

toobtain

them

aximum

benefitsfrom

anexercise

plan.

Progression:

Aprinciple

ofexercise

thatstates

thata

personshould

startslow

lyand

increaseexercise

gradually.

Reaction

time:

Askill-related

component

ofphysical

fitnessthat

relatesto

thetim

eelapsed

between

stimulation

andthe

beginningof

theresponse

toit.

Reflective

listening:A

nactive

listeningskill

inw

hichthe

individuallets

othersknow

he/shehas

heardand

understandsw

hathas

beensaid.

Refusal

skills:System

aticw

aysto

handlesituations

inw

hicha

personw

antsto

sayno

toan

actionand/or

leavean

environment

thatthreatens

healthor

safety,breaks

laws,

resultsin

lackof

respectfor

selfand

othersor

disobeysguidelines

setby

responsibleadults.

Repetitions:

Num

berof

times

anexercise

isrepeated.

Rescue

breathing:Technique

usedto

supplyair

toan

individualw

hois

notbreathing.

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Rotary

motion:

Forcethat

producesm

ovement

thatoccurs

aroundan

axisor

centerpoint

suchas

asom

ersault.

Safetyeducation:

Planned,sequential

programof

curriculaand

instructionthat

helpsstudents

developthe

knowledge,

attitudesand

confidenceneeded

toprotect

themfrom

injury.

Self-space:A

llthe

spacethat

thebody

orits

partscan

reachw

ithouttraveling

froma

startinglocation.

Serial:Tw

oor

more

differentskills

performed

with

eachother

suchas

fieldinga

balland

throwing

itor

dribblinga

basketballand

shootingit.

Set:A

groupof

severalrepetitions.

Short-termm

emory:

Ability

torecall

recentlylearned

information,

suchas

within

thepast

fewseconds

orm

inutes.

Skill-relatedfitness:

Consists

ofcom

ponentsof

physicalfitness

thathave

arelationship

with

enhancedperform

ancein

sportsand

motor

skills.T

hecom

ponentsare

agility,balance,

coordination,pow

er,reaction

time

andspeed.

Specificity:A

principleof

exercisethat

statesthat

specifickinds

ofexercises

must

bedone

todevelop

specificaspects

ofthe

bodyand

specificaspects

offitness.

Speed:A

skill-relatedcom

ponentof

physicalfitness

thatrelates

tothe

abilityto

performa

movem

entor

covera

distancein

ashort

periodof

time.

Staticbalance:

Maintaining

equilibriumw

hileholding

apose

orrem

ainingm

otionless.

STD

:Sexually

transmitted

disease.

Universal

precautions:A

napproach

toinfection

control.All

human

bloodand

bodyfluids

aretreated

asif

known

tobe

infectious.

Warm

-up:B

rief,m

ildexercise

thatis

doneto

getready

form

orevigorous

exercise.

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Verbal

cognitivestage

oflearning:

The

individualis

attempting

tom

ovefrom

verbalinstruction

totrying

tofigure

outhow

toactually

dothe

skill.T

hefirst

attempts

atthe

skillare

generallym

echanicaland

successis

inconsistent.T

heindividual

thinksthrough

eachstep

ofthe

movem

ent.

Vigorous

physicalactivity:

Sustained,repetitive,

largem

usclem

ovements

(e.g.,running,

swim

ming,

soccer)done

at60%

orm

oreof

maxim

umheart

ratefor

age.M

aximum

heartrate

is220

beatsper

minute

minus

theparticipant’s

age.Activity

makes

personsw

eatand

breathehard.

Academ

icStandards

forF

amily

andC

onsumer

Sciences

XX

XI.

TA

BL

EO

FC

ON

TE

NT

SIntroduction

.............................................X

XX

II.T

HE

AC

AD

EM

ICST

AN

DA

RD

SF

inancialand

Resource

Managem

ent..........................

11.1.A

.R

esourceM

anagement

B.

SpendingPlan

C.

Housing

D.

Consum

erR

ightsand

Responsibilities

E.

Income

F.Purchasing

G.

ServicesB

alancingF

amily,W

orkand

Com

munity

Responsibility

.........11.2.

A.

PracticalR

easoningB

.A

ctionPlans

C.

TeamB

uildingD

.Space

PlanningE

.Technology

F.Fam

ilyFunctions

G.

Family

Life

Cycle

H.

Com

munications

Food

Scienceand

Nutrition

..................................11.3.

A.

FoodSupply

B.

Safetyand

SanitationC

.N

utrientAnalysis

D.

Nutrition

andH

ealthE

.C

aloriesand

Energy

F.M

ealM

anagement

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G.

FoodScience

Child

Developm

ent.........................................

11.4.A

.D

evelopmental

StagesB

.H

ealthand

SafetyC

.L

earningE

nvironments

D.

SchoolInvolvem

entE

.L

iteracyG

lossary...............................................

XX

XIII.

XX

XII.

INT

RO

DU

CT

ION

This

document

includesA

cademic

Standardsfor

Family

andC

onsumer

Sci-ences

atfour

gradelevels

(third,sixth,

ninthand

twelfth)

with

theem

phasison

what

studentsw

illknow

andbe

ableto

doin

thefollow

ingareas:

•11.1.

Financialand

Resource

Managem

ent•

11.2.B

alancingFam

ily,W

ork,and

Com

munity

Responsibility

•11.3.

FoodScience

andN

utrition•

11.4.C

hildD

evelopment.

The

focusof

theA

cademic

Standardsfor

Family

andC

onsumer

Sciencesedu-

cationis

theindividual,the

family

andthe

comm

unity.The

economic,social

andpolitical

well-being

ofour

statedepends

onthe

well-being

ofPennsylvania’s

families.

The

family

isresponsible

fornurturing

itsm

embers.

Family

experi-ences,

toa

greatextent,

determine

who

aperson

isand

what

aperson

becomes.

Family

andC

onsumer

Sciences,w

orkingw

ithPennsylvania’s

families,

supportsthe

development

ofthe

knowledge

andskills

thatstudents

needas

family

mem

-bers

bothnow

andin

thefuture.

The

21stC

enturyrequires

studentsto

developthe

abilityto

transforminform

ationinto

knowledge

byusing

standardsto

certifythat

thisinform

ationis

meaningful,

categorizingit

toa

purposeand

thentrans-

forming

theirknow

ledgeinto

wisdom

byapplying

itto

reallife.

Family

andC

onsumer

Sciencesis

adiscipline

composed

ofstrong

subjectm

at-ter

concentrationsw

itha

comm

itment

tointegration.C

onceptsform

afram

ework

forlearning

basedon

thesetenets:

•Fam

iliesare

thefundam

entalunit

ofsociety.

•A

life-spanapproach

toindividual

andfam

ilydevelopm

entcontributes

tocreating

lifelonglearners.

•M

eetingindividual

andfam

ilyneeds

insideand

outsidethe

home

areshared

responsibilities.•

Individual,fam

ilyand

comm

unityw

ell-beingis

strengthenedthrough

anaw

arenessof

diversity.•

The

useof

diversem

odesof

inquirystrengthens

intellectualdevelopm

ent.•

The

contentlearning

inFam

ilyand

Consum

erSciences

classes’enhances

them

asteryof

academic

standards.•

Standards-basedlearning

within

Family

andC

onsumer

Sciences’classroom

scan

bestbe

demonstrated

throughperform

ancebased

assessment.

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Learners

inFam

ilyand

Consum

erSciences

nurturethem

selvesand

others,tak-ing

increasedresponsibility

forim

provingtheir

qualityof

living.T

heA

cademic

Standardsfor

Family

andC

onsumer

Sciencesare

written

toem

power

individualsand

families

tom

anagethe

challengesof

livingand

work-

ingin

adiverse,

globalsociety.

These

Academ

icStandards

addressthe

function-ing

offam

iliesand

theirinterrelationships

with

work,

comm

unityand

society.T

hefocus

ison

therecurring,

practicalproblem

sof

individualsand

families.A

nintegrative

approachis

usedto

helpindividuals

andfam

iliesidentify,

createand

evaluategoals

andalternative

solutionsto

significantproblem

sof

everydaylife.

Studentsare

taughtto

takeresponsibility

forthe

consequencesof

theiractions.

Com

prehensiveclassroom

experiencesallow

studentsto

developthe

knowledge

andskills

neededin

making

choicesto

meet

theirpersonal,

family

andw

orkresponsibilities.

Aglossary

isincluded

toassist

thereader

inunderstanding

terminology

con-tained

inthe

standards.

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11.1. Financial and Resource Management

11.1.3. GRADE 3 11.1.6. GRADE 6 11.1.9. GRADE 9 11.1.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledgeand skills needed to . . .

A. Identify money denominations,services and material resourcesavailable as trade-offs within thehome, school and community.

A. Justify the decision to use or notuse resources based on scarcity.

A. Analyze current conservationpractices and their effect on futurerenewable and non-renewableresources.• Refuse• Reduce• Reuse• Recycle

A. Evaluate the impact of familyresource management on theglobal community.

B. Define the components of aspending plan (e.g., income,expenses, savings).

B. Know the relationship of thecomponents of a simple spendingplan and how that relationshipallows for managing income,expenses and savings.

B. Explain the responsibilitiesassociated with managing personalfinances (e.g., savings, checking,credit, noncash systems,investments, insurance).

B. Analyze the management offinancial resources across thelifespan.

C. Explain the need for shelter forthe purpose of safety, warmth andcomfort.

C. Describe the adaptability to meetbasic human needs of the differenttypes of housing available (e.g.,single home, apartment, mobilehome, shelter, recreational vehicle,public housing).

C. Delineate and assess the factorsaffecting the availability ofhousing (e.g., supply and demand,market factors, geographicallocation, community regulations).

C. Analyze the relationship amongfactors affecting consumer housingdecisions (e.g., human needs,financial resources, location, legalagreements, maintenanceresponsibilities).

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11.1.3. GRADE 3 11.1.6. GRADE 6 11.1.9. GRADE 9 11.1.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledgeand skills needed to . . .

D. Explain consumer rights andresponsibilities.• To be safe• To be informed• To be heard• To choose• To redress

D. Analyze information in careinstructions, safety precautionsand the use of consumable goodsas a demonstration ofunderstanding of consumer rightsand responsibilities.

D. Explain how consumer rights andresponsibilities are protected (e.g.,government agencies, consumerprotection agencies, consumeraction groups).

D. Evaluate the role of consumerrights and responsibilities in theresolution of a consumer problemthrough the practical reasoningprocess.

E. Explain the relationship betweenwork and income.

E. Explain the principles of childlabor laws and the opportunitycost of working by evaluating theadvantages and disadvantages ofholding a job while a teenager.

E. Compare the influences of incomeand fringe benefits to makedecisions about work.

E. Compare and contrast factorsaffecting annual gross and taxableincome and reporting requirements(e.g., W-2 form, Income tax form).

F. Describe criteria needed toidentify quality in consumergoods and services (e.g., food,clothing, furniture, hometechnology, health care,transportation, services).

F. Explain practices to maintainand/or repair consumer goods andservices.

F. Evaluate different strategies toobtain consumer goods andservices.

F. Compare and contrast the selectionof goods and services by applyingeffective consumer strategies.

G. Identify the services thatcommunities provide forindividuals and families.

G. Identify the public and nonpublicservices that are available to servefamilies within the community.

G. Analyze how public, nonpublicand for-profit service providersserve the family.

G. Compare the availability, costsand benefits of accessing public,nonpublic and for-profit servicesto assist the family.

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11.2. Balancing Family, Work and Community Responsibility

11.2.3. GRADE 3 11.2.6. GRADE 6 11.2.9. GRADE 9 11.2.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledgeand skills needed to . . .

A. Examine consequences of family,work or career decisions.

A. Contrast the solutions reachedthrough the use of a simpledecision making process thatincludes analyzing consequencesof alternative solutions againstsnap decision making methods.

A. Solve dilemmas using a practicalreasoning approach• Identify situation• Identify reliable information• List choices and examine the

consequences of each• Develop a plan of action• Draw conclusions• Reflect on decisions

A. Justify solutions developed byusing practical reasoning skills.

B. Identify the importance ofroutines and schedules whiledifferentiating between short andlong term goals.

B. Deduce the importance of timemanagement skills (e.g. home,school, recreational activities).

B. Know FCCLA action planningprocedure and how to apply it tofamily, work and communitydecisions.

B. Evaluate the effectiveness ofaction plans that integratepersonal, work, family andcommunity responsibilities.

C. Indicate the benefits and costs ofworking as an individual or as ateam member and of being aleader or follower.

C. Classify the components ofeffective teamwork and leadership.

C. Assess the effectiveness of the useof teamwork and leadership skillsin accomplishing the work of thefamily.

C. Analyze teamwork and leadershipskills and their application invarious family and worksituations.

D. Explain the importance oforganizing space for efficiencyand a sense of comfort (e.g., deskspace, classroom space).

D. Identify the concepts andprinciples used in planning spacefor activities.

D. Analyze the space requirementsfor a specified activity to meet agiven need (e.g., family room,home office, kitchen).

D. Based on efficiency, aesthetics andpsychology, evaluate space plans(e.g., home, office, work areas)for their ability to meet a varietyof needs including those ofindividuals with special needs.

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11.2.3. GRADE 3 11.2.6. GRADE 6 11.2.9. GRADE 9 11.2.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledgeand skills needed to . . .

E. Analyze the effectiveness oftechnology used for school andhome in accomplishing the workof the family (e.g., security,entertainment, communication,education).

E. Describe the role of technologywithin a community inmaintaining a safe and healthyliving environment (e.g., safety,hospitals, waste treatment, waterquality, schools).

E. Evaluate the impact of technologyand justify the use or nonuse of it(e.g., safety, cost/budget,appearance, efficiency).

E. Assess the availability of emergingtechnology that is designed to dothe work of the family andevaluate the impact of its use onindividuals, families andcommunities.

F. Explain daily activities that fulfillfamily functions in meetingresponsibilities (e.g., economic,emotional support, childcare andguidance, housekeeping,maintaining kinship, providingrecreation).

F. Compare and contrast howdifferent cultures meet familyresponsibilities within differingconfigurations (e.g., new parent,just married, single adult livingalone, ‘‘empty nest,’’ retired, seniorcitizen).

F. Contrast past and present familyfunctions and predict theirprobable impact on the future ofthe family.

F. Assess the relationship of familyfunctions to human developmentalstages.

G. Identify the life stages byidentifying their developmentaltask (e.g., infant, pre-schooler,school age, teen-age, adult, seniorcitizen).

G. Identify the characteristics of thestages of the family life cycle(e.g., beginning, expanding,developing, launching, middleyears, retirement, variations).

G. Explain the influences of familylife cycle stages on the needs offamilies and communities (e.g., alarge number of young familiesneeding day care, fixed incomesenior citizens, school agechildren).

G. Hypothesize the impactof present family life-cycle trendson the global community (e.g.,over population, increase inan aging population, economicbase).

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11.2. Balancing Family, Work and Community Responsibility

11.2.3. GRADE 3 11.2.6. GRADE 6 11.2.9. GRADE 9 11.2.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledgeand skills needed to . . .

H. Identify how to resolve conflictusing interpersonalcommunications skills.• Speaking and listening• I messages• Active listening• Checking for understanding• Following directions• Empathy• Feedback

H. Describe positive and negativeinteractions within patterns ofinterpersonal communications.• Placating• Blaming• Distracting• Intellectualizing• Asserting

H. Justify the significance ofinterpersonal communication skillsin the practical reasoning methodof decision making.

H. Evaluate the effectiveness of usinginterpersonal communication skillsto resolve conflict.

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11.3. Food Science and Nutrition

11.3.3. GRADE 3 11.3.6. GRADE 6 11.3.9. GRADE 9 11.3.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledgeand skills needed to . . .

A. Know the production steps that afood travels from the farm to theconsumer.

A. Demonstrate knowledge oftechniques used to evaluate foodin various forms (e.g., canned,frozen, dried, irradiated).

A. Explain how scientific andtechnological developmentsenhance our food supply (e.g.,food preservation techniques,packaging, nutrient fortification).

A. Analyze how food engineeringand technology trends willinfluence the food supply.

B. Describe personal hygienetechniques in food handling (e.g.,handwashing, sneeze control,signs of food spoilage).

B. Describe safe food handlingtechniques (e.g., storage,temperature control, foodpreparation, conditions that createa safe working environment forfood production).

B. Identify the cause, effect andprevention of microbialcontamination, parasites and toxicchemicals in food.

B. Evaluate the role of Governmentagencies in safeguarding our foodsupply (e.g., USDA, FDA, EPAand CDC).

C. Explain the importance of eatinga varied diet in maintaininghealth.

C. Analyze factors that effect foodchoices.

C. Analyze the impact of foodaddictions and eating disorders onhealth.

C. Evaluate sources of food andnutrition information.

D. Classify foods by food groupwithin the food guide pyramidincluding the serving size andnutrient function within the body.

D. Describe a well-balanced dailymenu using the dietary guidelinesand the food guide pyramid.

D. Analyze relationship between dietand disease and risk factors (e.g.,calcium and osteoporosis; fat,cholesterol and heart disease;folate and birth defects; sodiumand hypertension).

D. Critique diet modifications fortheir ability to improvenutritionally-related healthconditions (e.g., diabetes, lactose-intolerance, iron deficiency).

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11.3. Food Science and Nutrition

11.3.3. GRADE 3 11.3.6. GRADE 6 11.3.9. GRADE 9 11.3.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledgeand skills needed to . . .

E. Define energy-yielding nutrientsand calories.

E. Explain the relationship betweencalories, nutrient and food inputversus energy output; describedigestion.

E. Analyze the energy requirements,nutrient requirements and bodycomposition for individuals atvarious stages of the life cycle.

E. Analyze the breakdown of foods,absorption of nutrients and theirconversion to energy by the body.

F. Identify components of a basicrecipe (e.g., volume, weight,fractions, recipe ingredients,recipe directions, safetytechniques).

F. Analyze basic food preparationtechniques and food-handlingprocedures.

F. Hypothesize the effectiveness ofthe use of meal managementprinciples (e.g., time management,budgetary considerations, sensoryappeal, balanced nutrition, safety,sanitation).

F. Evaluate the application ofnutrition and meal planningprinciples in the selection,planning, preparation and servingof meals that meet the specificnutritional needs of individualsacross their lifespan.

G. Classify foods according tosenses (e.g., taste, touch, smell,mouth feel, sight, sound).

G. Describe the physical, biological,and chemical changes that takeplace in food preparation.

G. Analyze the application ofphysical and chemical changesthat occur in food duringpreparation and preservation.

G. Analyze the relevance of scientificprinciples to food processing,preparation and packaging.

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11.4. Child Development

11.4.3. GRADE 3 11.4.6. GRADE 6 11.4.9. GRADE 9 11.4.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledgeand skills needed to. . .

A. Identify characteristics in eachstage of child development.• Infancy/birth to 1 year• Early childhood/1 to 6 years• Middle childhood/6 to 9 years• Late childhood/9—13 years• Adolescence/13—18 years

A. Compare and contrast childdevelopment guided practicesaccording to the stage of childdevelopment.

A. Analyze physical, intellectual andsocial/emotional development inrelation to theories of childdevelopment.

A. Analyze current research onexisting theories in childdevelopment and its impact onparenting (e.g., Piaget, Eriksonand prior findings versus newbrain development research).

B. Identify health and safety needsfor children at each stage of childdevelopment.

B. Identify ways to keep childrenhealthy and safe at each stage ofchild development.

B. Evaluate health and safety hazardsrelating to children at each stageof child development.

B. Analyze current issues in healthand safety affecting children ateach stage of child development.

C. Identify the characteristics of alearning environment.

C. Identify the role of the caregiverin providing a learningenvironment (e.g., babysitting,daycare, preschool).

C. Evaluate various environments todetermine if they provide thecharacteristics of a proper learningenvironment.

C. Analyze practices that optimizechild development (e.g.,stimulation, safe environment,nurturing caregivers, reading tochildren).

D. Identify community resourcesprovided for children.

D. Identify child-care providerconsiderations.

D. Analyze the roles, responsibilitiesand opportunity for familyinvolvement in schools.

D. Analyze plans and methods toblend work and familyresponsibilities to meet the needsof children.

E. Explain how the home andcommunity help a person learn toread, write and compute.

E. Identify characteristics of qualityliterature for children and otherliteracy enhancing activities.

E. Explain how storytelling, storyreading and writing enhanceliteracy development in children.

E. Identify practices that develop thechild’s imagination, creativity andreading and writing skills throughliterature.

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XX

XIII.

GL

OSSA

RY

Aesthetics:

Appreciation

ofand

responsiveto

beauty.

CD

C:

Center

forD

iseaseC

ontrol

Child-care

providerconsiderations:

Criteria

touse

inevaluating

childcare

facilities.T

heseinclude

well-trained

andhighly

motivated

staff,pleasant

sanitarysurroundings,

varietyin

toysand

supplies,ratio

ofstaff

tochildren.

Child

development

stage:A

nage

rangew

ithsim

ilargrow

thcharacteristics:

infancy,early

childhood,m

iddlechildhood,

latechildhood,

adolescence.

Consum

erresponsibilities:

The

needto

interpretinform

ationin

careinstructions,

safetyprecautions

andproper

useof

consumable

goodsas

auser

ofgoods

andservices.

Consum

errights:

The

guaranteeto

besafe,

theright

tobe

informed,

tobe

heard,to

chooseconsum

ereducation

andto

redressas

auser

ofgoods

andservices.

Dietary

guidelines:A

setof

sevenrecom

mendations

developedby

theU

nitedStates

Departm

entof

Agriculture

andH

ealthand

Hum

anServices

tohelp

healthypeople

overage

2know

what

toeat

tostay

healthy.

Developm

entaltasks:

Changes

inthe

thinkingand

behaviorof

individualsover

time.

Em

pathy:T

heaction

ofunderstanding

another’sthoughts,

feelingsand

behaviors.

EPA

:E

nvironmental

ProtectionA

gency

FC

CL

AA

ctionplanning

procedure:T

hedecision

making

processendorsed

bythe

Family,

Career

andC

omm

unityL

eadersof

Am

erica,involving

fivesteps:

1.Identify

concerns—brainstorm

andevaluate,

narrowchoices

tow

orkableideas.

2.Set

yourgoals—

write

what

youw

antto

accomplish

asan

achievableobjective.

3.Form

aplan—

who,

what,

when,

where

andhow

.4.A

ct—carry

outthe

plan.5.

Followup—

determine

ifyour

goalw

asm

etand

createan

improvem

entplan.

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FD

A:

Foodand

Drug

Adm

inistration

Fam

ily,C

areerand:

Com

munity

Leaders

Of

Am

erica:

Vocational

studentorganization

sponsoredby

Family

andC

onsumer

Sciences’classroom

s.

Food

guidepyram

id:A

visualtool

usedto

helppeople

planhealthy

dietsaccording

tothe

Dietary

Guidelines

forA

merica.

Guided

practices:Interaction

with

achild

basedon

ageappropriate

developmental

principles.

Im

essage:A

statement

containingthree

parts:1.

The

situation2.

How

itm

akesthe

speakerfeel

3.W

hatw

illhappen

ifit

continues.

Kinship:

Relationships

orrelatives.

Leadership

skills:T

heability

to:•

Use

resources•

Delegate

authority•

Com

municate

effectively•

Assess

composition

ofgroup

•D

etermine

andrank

goals•

Evaluate

consequences.

Microbial

contamination:

Most

comm

onfood

contaminants

causingfoodborne

illnesses.

Nutrient:

Abasic

component

offood

thatnourishes

thebody.

Opportunity

cost:T

hetangible

andnontangible

trade-offnecessary

toprocure

agood

orservice

orto

takean

action.

Practical

reasoning:A

decisionm

akingprocess

uniquebecause

ofits

emphasis

onrelationships

andinvolving

sixsteps:

1.Identify

situationto

besolved

2.Identify

reliableinform

ation3.

List

choicesand

examine

consequences4.

Develop

planof

action5.

Draw

conclusions6.

Reflect

ondecisions.

Redress:

Toset

rightor

remedy.

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Toxicchem

ical:C

ontaminants

foundin

natural,environm

entaland

pesticideresidue

forms

thatare

poisonousto

thebody.

Scarcity:T

helack

ofprovisions

forthe

supportof

life.

Teamw

orkskills:

The

abilityto:

•C

ollaborate•

Cooperate

•Set

comm

unitygoals

•R

eachconsensus.

Trade-off:

Exchange

ofgoods,

servicesor

monies.

USD

A:

United

StatesD

epartment

ofA

griculture

AP

PE

ND

IXE

Academ

icStandards

forC

areerE

ducationand

Work

Source

The

provisionsof

thisA

ppendixE

adoptedJuly

7,2006,

effectiveJuly

8,2006,

36Pa.B

.3528,

unlessotherw

isenoted.

XX

XV

II.T

AB

LE

OF

CO

NT

EN

TS

Introduction..............................................X

XX

VIII.

TH

EA

CA

DE

MIC

STA

ND

AR

DS

Career

Aw

arenessand

Preparation

.............................13.1.A

.A

bilitiesand

Aptitudes

B.

PersonalInterests

C.

Nontraditional

Workplace

Roles

D.

Local

Career

PreparationO

pportunitiesE

.C

areerSelection

InfluencesF.

Preparationfor

Careers

G.

Career

PlanC

omponents

H.

Relationship

Betw

eenE

ducationand

Career

Career

Acquisition

(Getting

aJob)..............................13.2.

A.

Interviewing

SkillsB

.R

esourcesC

.C

areerA

cquisitionD

ocuments

D.

Career

PlanningPortfolios

E.

Career

Acquisition

Process

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Career

Retention

andA

dvancement.............................13.3.

A.

Work

Habits

B.

Cooperation

andTeam

work

C.

Group

InteractionD

.B

udgetingE

.T

ime

Managem

entF.

Workplace

Changes

G.

Lifelong

Learning

Entrepreneurship

............................................13.4.A

.R

isksand

Rew

ardsB

.C

haracterT

raitsC

.B

usinessPlan

Glossary

.................................................XX

XIX

.

XX

XV

II.IN

TR

OD

UC

TIO

NT

heA

cademic

Standardsfor

Career

Education

andW

orkreflect

theincreasing

complexity

andsophistication

thatstudents

experienceas

theyprogress

throughschool.

Career

Education

andW

orkStandards

describew

hatstudents

shouldknow

andbe

ableto

doat

fourgrade

levels(3,

5,8

and11)

infour

areas:•

13.1C

areerA

wareness

andPreparation

•13.2

Career

Acquisition

(Getting

aJob)

•13.3

Career

Retention

andA

dvancement

•13.4

Entrepreneurship

Pennsylvania’seconom

icfuture

dependson

havinga

well-educated

andskilled

workforce.

No

studentshould

leavesecondary

educationw

ithouta

solidfounda-

tionin

Career

Education

andW

ork.It

isthe

rapidlychanging

workplace

andthe

demand

forcontinuous

learningand

innovationon

thepart

ofthe

workers

thatdrive

theneed

toestablish

academic

standardsin

Career

Education

andW

ork.T

hrougha

comprehensive

approach,C

areerE

ducationand

Work

Standardscom

plement

alldisciplines

andother

academic

standards.If

Pennsylvania’sstu-

dentsare

tosucceed

inthe

workplace,

thereare

certainskills

thatthey

needto

obtainprior

tograduation

fromhigh

school.T

heseskills

havebeen

identifiedin

theC

areerE

ducationand

Work

Standards,but

itis

upto

individualschool

dis-tricts

todecide

howthey

areto

betaught.

Districts

canim

plement

integrationstrategies

within

existingdisciplines

orcan

implem

entstand-alone

coursesto

specificallyaddress

thesestandards.

Aglossary

isincluded

toassist

thereader

inunderstanding

terminology

con-tained

inthe

standards.

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13.1. Career Awareness and Preparation

13.1.3. GRADE 3 13.1.5. GRADE 5 13.1.8. GRADE 8 13.1.11. GRADE 11

Pennsylvania’s public schools shall teach, challenge and support every student to realize hismaximum potential and to acquire the knowledge and skills needed to:

A. Recognize that individuals haveunique interests.

A. Describe the impact of individualinterests and abilities on careerchoices.

A. Relate careers to individualinterests, abilities and aptitudes.

A. Relate careers to individualinterests, abilities and aptitudes.

B. Identify current personalinterests.

B. Describe the impact of personalinterest and abilities on careerchoices.

B. Relate careers to personalinterests, abilities and aptitudes.

B. Analyze career options based onpersonal interests, abilities,aptitudes, achievements andgoals.

C. Recognize that the roles ofindividuals at home, in theworkplace and in the communityare constantly changing.

C. Relate the impact of change toboth traditional andnontraditional careers.

C. Explain how both traditional andnontraditional careers offer orhinder career opportunities.

C. Analyze how the changing rolesof individuals in the workplacerelate to new opportunitieswithin career choices.

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13.1. Career Awareness and Preparation

13.1.3. GRADE 3 13.1.5. GRADE 5 13.1.8. GRADE 8 13.1.11. GRADE 11

Pennsylvania’s public schools shall teach, challenge and support every student to realize hismaximum potential and to acquire the knowledge and skills needed to:

D. Identify the range of jobsavailable in the community.

D. Describe the range of careertraining programs in thecommunity such as, but notlimited to:• Two-and-four year colleges• Career and technical

education programs at centers(formerly AVTS) and highschools

• CareerLinks• Community/recreation centers• Faith-based organizations• Local industry training

centers• Military• Registered apprenticeship• Vocational rehabilitation

centers• Web-based training

D. Explain the relationship of careertraining programs to employmentopportunities.

D. Evaluate school-basedopportunities for careerawareness/preparation, such as,but not limited to:• Career days• Career portfolio• Community service• Cooperative education• Graduation/senior project• Internship• Job shadowing• Part-time employment• Registered apprenticeship• School-based enterprise

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13.1. Career Awareness and Preparation

13.1.3. GRADE 3 13.1.5. GRADE 5 13.1.8. GRADE 8 13.1.11. GRADE 11

Pennsylvania’s public schools shall teach, challenge and support every student to realize hismaximum potential and to acquire the knowledge and skills needed to:

E. Describe the work done byschool personnel and otherindividuals in the community.

E. Describe the factors thatinfluence career choices, such as,but not limited to:• Geographic location• Job description• Salaries/benefits• Work schedule• Working conditions

E. Analyze the economic factorsthat impact employmentopportunities, such as, but notlimited to:• Competition• Geographic location• Global influences• Job growth• Job openings• Labor supply• Potential advancement• Potential earnings• Salaries/benefits• Unemployment

E. Justify the selection of a career.

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13.1. Career Awareness and Preparation

13.1.3. GRADE 3 13.1.5. GRADE 5 13.1.8. GRADE 8 13.1.11. GRADE 11

Pennsylvania’s public schools shall teach, challenge and support every student to realize hismaximum potential and to acquire the knowledge and skills needed to:

F. Explore how people prepare forcareers.

F. Investigate people’s rationale formaking career choices.

F. Analyze the relationship ofschool subjects, extracurricularactivities and communityexperiences to career preparation.

F. Analyze the relationship betweencareer choices and careerpreparation opportunities, suchas, but not limited to:• Associate degree• Baccalaureate degree• Certificate/licensure• Entrepreneurship• Immediate part/full time

employment• Industry training• Military training• Professional degree• Registered apprenticeship• Tech Prep• Vocational rehabilitation

centers

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13.1. Career Awareness and Preparation

13.1.3. GRADE 3 13.1.5. GRADE 5 13.1.8. GRADE 8 13.1.11. GRADE 11

Pennsylvania’s public schools shall teach, challenge and support every student to realize hismaximum potential and to acquire the knowledge and skills needed to:

G. Explain why education andtraining plans are important tocareers.

G. Identify the components of acareer plan, such as, but notlimited to:• Beginnings of career portfolio• Career goals• Individual interests and

abilities• Training/education

requirements and costs

G. Create an individualized careerplan including, such as, but notlimited to:• Assessment and continued

development of careerportfolio

• Career goals• Cluster/pathway opportunities• Individual interests and

abilities• Training/education

requirements and financing

G. Assess the implementation of theindividualized career planthrough the ongoingdevelopment of the careerportfolio.

H. Explain how workers in theircareers use what is learned in theclassroom.

H. Connect personal interests andabilities and academic strengthsto personal career options.

H. Choose personal electives andextra curricular activities basedupon personal career interests,abilities and academic strengths.

H. Review personal high schoolplan against current personalcareer goals and selectpostsecondary opportunitiesbased upon personal careerinterests.

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13.2. Career Acquisition (Getting a Job)

13.2.3. GRADE 3 13.2.5. GRADE 5 13.2.8. GRADE 8 13.2.11. GRADE 11

Pennsylvania’s public schools shall teach, challenge and support every student to realize hismaximum potential and to acquire the knowledge and skills needed to:

A. Identify appropriate speakingand listening techniques used inconversation.

A. Apply appropriate speaking andlistening techniques used inconversation.

A. Identify effective speaking andlistening skills used in a jobinterview.

A. Apply effective speaking andlistening skills used in a jobinterview.

B. Discuss resources available inresearching job opportunities,such as, but not limited to:• Internet• Magazines• Newspapers

B. Identify and review resourcesavailable in researching jobopportunities, such as, but notlimited to:• Internet• Magazines• Newspapers

B. Evaluate resources available inresearching job opportunities,such as, but not limited to:• CareerLinks• Internet (i.e. O*NET)• Networking• Newspapers• Professional associations• Resource books (that is

Occupational OutlookHandbook, PA Career Guide)

B. Apply research skills insearching for a job.• CareerLinks• Internet (i.e. O*NET)• Networking• Newspapers• Professional associations• Resource books (that is

Occupational OutlookHandbook, PA Career Guide)

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13.2. Career Acquisition (Getting a Job)

13.2.3. GRADE 3 13.2.5. GRADE 5 13.2.8. GRADE 8 13.2.11. GRADE 11

Pennsylvania’s public schools shall teach, challenge and support every student to realize hismaximum potential and to acquire the knowledge and skills needed to:

C. Compose a personal letter. C. Compose and compare abusiness and a personal letter.

C. Prepare a draft of careeracquisition documents, such as,but not limited to:• Job application• Letter of appreciation

following an interview• Letter of introduction• Request for letter of

recommendation• Resume

C. Develop and assemble, for careerportfolio placement, careeracquisition documents, such as,but not limited to:• Job application• Letter of appreciation

following an interview• Letter of introduction• Postsecondaryeducation/ training applications• Request for letter of

recommendation• Resume

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13.2. Career Acquisition (Getting a Job)

13.2.3. GRADE 3 13.2.5. GRADE 5 13.2.8. GRADE 8 13.2.11. GRADE 11

Pennsylvania’s public schools shall teach, challenge and support every student to realize hismaximum potential and to acquire the knowledge and skills needed to:

D. Identify the importance ofdeveloping a plan for the future.

D. Identify individualized careerportfolio components, such as,but not limited to:• Achievements• Awards/recognitions• Career exploration results• Career plans• Community service

involvement/projects• Interests/hobbies• Personal career goals• Selected school work• Self inventories

D. Develop an individualized careerportfolio including components,such as, but not limited to:• Achievements• Awards/recognitions• Career exploration results• Career plans• Community service

involvement/projects• Interests/hobbies• Personal career goals• Selected school work• Self inventories

D. Analyze, revise and apply anindividualized career portfolio tochosen career path.

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13.2. Career Acquisition (Getting a Job)

13.2.3. GRADE 3 13.2.5. GRADE 5 13.2.8. GRADE 8 13.2.11. GRADE 11

Pennsylvania’s public schools shall teach, challenge and support every student to realize hismaximum potential and to acquire the knowledge and skills needed to:

E. Discuss the importance of theessential workplace skills, suchas, but not limited to:• Dependability• Health/safety• Team building• Technology

E. Apply to daily activities, theessential workplace skills, suchas, but not limited to:• Commitment• Communication• Dependability• Health/safety• Personal initiative• Scheduling/time management• Team building• Technical literacy• Technology

E. Explain, in the career acquisitionprocess, the importance of theessential workplace skills/knowledge, such as, but notlimited to:• Commitment• Communication• Dependability• Health/safety• Laws and regulations (that is

Americans With DisabilitiesAct, child labor laws, FairLabor Standards Act, OSHA,Material Safety Data Sheets)

• Personal initiative• Self-advocacy• Scheduling/time management• Team building• Technical literacy• Technology

E. Demonstrate, in the careeracquisition process, theapplication of essentialworkplace skills/knowledge, suchas, but not limited to:• Commitment• Communication• Dependability• Health/safety• Laws and regulations (that is

Americans With DisabilitiesAct, child labor laws, FairLabor Standards Act, OSHA,Material Safety Data Sheets)

• Personal initiative• Self-advocacy• Scheduling/time management• Team building• Technical literacy• Technology

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13.3. Career Retention and Advancement

13.3.3. GRADE 3 13.3.5. GRADE 5 13.3.8. GRADE 8 13.3.11. GRADE 11

Pennsylvania’s public schools shall teach, challenge and support every student to realize hismaximum potential and to acquire the knowledge and skills needed to:

A. Identify attitudes and workhabits that contribute to successat home and school.

A. Explain how student attitudesand work habits transfer fromthe home and school to theworkplace.

A. Determine attitudes and workhabits that support careerretention and advancement.

A. Evaluate personal attitudes andwork habits that support careerretention and advancement.

B. Identify how to cooperate at bothhome and school.

B. Explain the importance ofworking cooperatively withothers at both home and schoolto complete a task.

B. Analyze the role of eachparticipant’s contribution in ateam setting.

B. Evaluate team member roles todescribe and illustrate activelistening techniques:• Clarifying• Encouraging• Reflecting• Restating• Summarizing

C. Explain effective groupinteraction terms, such as, butnot limited to:• Compliment• Cooperate• Encourage• Participate

C. Identify effective groupinteraction strategies, such as,but not limited to:• Building consensus• Communicating effectively• Establishing ground rules• Listening to others

C. Explain and demonstrate conflictresolution skills:• Constructive criticism• Group dynamics• Managing/leadership• Mediation• Negotiation• Problem solving

C. Evaluate conflict resolution skillsas they relate to the workplace:• Constructive criticism• Group dynamics• Managing/leadership• Mediation• Negotiation• Problem solving

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13.3. Career Retention and Advancement

13.3.3. GRADE 3 13.3.5. GRADE 5 13.3.8. GRADE 8 13.3.11. GRADE 11

Pennsylvania’s public schools shall teach, challenge and support every student to realize hismaximum potential and to acquire the knowledge and skills needed to:

D. Explain how money is used. D. Explain budgeting. D. Analyze budgets and paystatements, such as, but notlimited to:• Charitable contributions• Expenses• Gross pay• Net pay• Other income• Savings• Taxes

D. Develop a personal budget basedon career choice, such as, butnot limited to:• Charitable contributions• Fixed/variable expenses• Gross pay• Net pay• Other income• Savings• Taxes

E. Discuss how time is used at bothhome and school.

E. Develop a personal schedulebased on activities andresponsibilities at both home andschool.

E. Identify and apply timemanagement strategies as theyrelate to both personal and worksituations.

E. Evaluate time managementstrategies and their application toboth personal and worksituations.

F. Identify the changes in familyand friend’s roles at home, atschool and in the community.

F. Describe the impact of rolechanges at home, school, and atwork, and how the role changesimpact career advancement andretention.

F. Identify characteristics of thechanging workplace includingAmericans With Disabilities Actaccommodations, and explaintheir impact on jobs andemployment.

F. Evaluate strategies for careerretention and advancement inresponse to the changing globalworkplace.

G. Define and describe theimportance of lifelong learning.

G. Describe how personal interestsand abilities impact lifelonglearning.

G. Identify formal and informallifelong learning opportunitiesthat support career retention andadvancement.

G. Evaluate the impact of lifelonglearning on career retention andadvancement.

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13.4. Entrepreneurship

13.4.3. GRADE 3 13.4.5. GRADE 5 13.4.8. GRADE 8 13.4.11. GRADE 11

Pennsylvania’s public schools shall teach, challenge and support every student to realize hismaximum potential and to acquire the knowledge and skills needed to:

A. Define entrepreneurship. A. Identify the risks and rewards ofentrepreneurship.

A. Compare and contrastentrepreneurship to traditionalemployment, such as, but notlimited to:• Benefits• Job security• Operating costs• Wages

A. Analyze entrepreneurship as itrelates to personal career goalsand corporate opportunities.

B. Describe the character traits ofsuccessful entrepreneurs, such as,but not limited to:• Adaptability• Creative thinking• Ethical behavior• Leadership• Positive attitude• Risk-taking

B. Discuss the entrepreneurialcharacter traits of historical orcontemporary entrepreneurs.

B. Evaluate how entrepreneurialcharacter traits influence careeropportunities.

B. Analyze entrepreneurship as itrelates to personal charactertraits.

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13.4. Entrepreneurship

13.4.3. GRADE 3 13.4.5. GRADE 5 13.4.8. GRADE 8 13.4.11. GRADE 11

Pennsylvania’s public schools shall teach, challenge and support every student to realize hismaximum potential and to acquire the knowledge and skills needed to:

C. Describe age-appropriateentrepreneurial opportunities,such as, but not limited to:• Bake sale• Crafts• Lemonade stand• Pet care

C. Discuss the steps entrepreneurstake to bring their goods orservices to market, such as, butnot limited to:• Marketing• Production• Research and development• Selection of goods and

services

C. Identify and describe the basiccomponents of a business plan,such as, but not limited to:• Business idea• Competitive analysis• Daily operations• Finances/budget• Marketing• Productive resources (human,

capital, natural)• Sales forecasting

C. Develop a business plan for anentrepreneurial concept ofpersonal interest and identifyavailable resources, such as, butnot limited to:• Community based

organizations (that ischambers of commerce,trade/technical associations,Industrial Resource Centers)

• Financial institutions• School-based career centers• Small Business

Administration services (thatis SCORE, Small BusinessDevelopment Centers,Entrepreneurial DevelopmentCenters)

• Venture capital

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Academ

icStandards

forC

areerE

ducationand

Work

XX

XIX

.G

LO

SSAR

Y

Am

ericansW

ithD

isabilitiesA

ct(P

ub.L.

No.

101-336):

The

Am

ericansW

ithD

isabilitiesA

ctis

aFederal

civilrights

lawthat

prohibitsdiscrim

inationand

forensuring

equalopportunity

forpersons

with

disabilitiesin

employm

ent,state

andlocal

government

services,public

accomm

odations,com

mercial

facilities,transportation

andrequiring

theestablishm

entof

TD

D/telephone

relayservices.

Aptitudes:

Capacity

tolearn

andunderstand.

Associate

degree:A

postsecondarydegree

typicallyearned

within

a2-year

time

frame.

Baccalaureate

degree:A

postsecondarydegree,

alsoknow

nas

abachelor’s

degree,typically

earnedw

ithina

4-yeartim

efram

efrom

acollege

oruniversity.

Benefits:

Something

ofvalue

thatan

employee

receivesin

additionto

aw

ageor

salary.E

xamples

includehealth

andlife

insurance,vacation

leave,retirem

entplans,

andthe

like.

Budget:

Afinancial

planthat

summ

arizesanticipated

income

andexpenditures

overa

periodof

time.

Business

plan:A

prepareddocum

entdetailing

thepast,

presentand

futureof

anorganization.

Career

andtechnical

centers:Schools

thateducate

secondarystudents

andadults

throughacadem

icinstruction,

jobpreparation

andacquisition

ofoccupational

skillsleading

tocredentials

orem

ployment,

orboth,

inspecific

industries.T

hecenters

alsoprovide

opportunitiesfor

transitionto

postsecondaryeducation

andcontinuing

education.

Career

cluster:A

groupingof

relatedoccupations,

which

sharesim

ilarskill

sets.

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Career

days:Special

eventsthat

allowstudents

tom

eetw

ithem

ployers,career

development

specialists,com

munity-based

organizationrepresentatives

andpostsecondary

educators.E

ventsare

designedto

encouragestudents

togain

information

aboutcareers

andjob

opportunities.

Career

plan:A

document

developedby

thestudent

thatidentifies

aseries

ofeducational

studiesand

experiencesto

preparethem

forpostsecondary

educationor

work,

orboth,

ina

selectedcareer

clusteror

area.

Career

portfolio:A

nongoing,

individualizedcollection

ofm

aterials(electronic

orhard

copy)that

documents

astudent’s

educationalperform

ance,career

explorationand

employm

entexperiences

overtim

e.W

hilethere

isno

standardform

atthat

acareer

portfoliom

usttake,

ittypically

includesa

rangeof

work,

containingassignm

entsby

theteacher/counselor

andselections

bythe

student.It

servesas

aguide

forthe

studentto

transitionto

postsecondaryeducation

orthe

workplace,

orboth.

Career

retentionand

advancement:

Career

retentionis

theprocess

ofkeeping

ajob.

Career

advancement

isthe

processof

performing

thenecessary

requirements

toprogress

ina

career.

CareerL

inks:A

cooperativesystem

thatprovides

one-stopdelivery

ofcareer

servicesto

jobseekers,

employers

andother

interestedindividuals.

Certificate/licensure:

Adocum

ent,issued

byassociations,

employers,

educationalinstitutions,

government,

andthe

like,confirm

ingthat

onehas

fulfilledthe

requirements

andis

ableto

performto

aspecified

levelof

proficiencyw

ithina

careerfield.

Child

laborlaw

s:L

egislationgoverning

theem

ployment

ofchildren

underthe

ageof

18.

Com

petitiveanalysis:

Atool

thatallow

sa

businessto

identifyits

competitors

andevaluate

theirrespective

strengthsand

weaknesses.

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Cooperative

education:A

structuredm

ethodof

instructionw

herebystudents

alternateor

coordinatetheir

highschool

studiesw

itha

jobin

afield

relatedto

theiracadem

icor

careerobjectives.

Entrepreneurs:

Individualsw

hoengage

inthe

processof

organizing,m

anagingand

assuming

therisk

ofa

businessor

enterprise.

Entrepreneurship:

The

processof

organizing,m

anagingand

assuming

therisks

ofa

businessor

enterprise.

Fair

Labor

StandardsA

ct:A

Federallaw

thatdefines

overtime

andw

agerequirem

ents(26

U.S.C

.A.

§§201—

219).

Fixed/variable

expenses:Fixed

expensesare

regularin

theirtim

ingand

amount,

andinclude

thingssuch

asrent,

mortgage,

carpaym

entand

insurance.V

ariableexpenses

areirregular

intheir

timing

andam

ount,and

includesuch

thingsas

food,clothing,

home

andcar

maintenance,

entertainment

andgifts.

Global

influences:Political

andcultural

changes,w

hichim

pactthe

world

andits

economy.

Gross

pay:T

heam

ountearned

beforedeductions,

suchas

taxes,insurance

andretirem

ent/pensionplan.

Industrialresource

centers:Nonprofit

corporations,w

hichprovide

assistanceto

improve

thecom

petitiveposition

ofsm

all-to-m

ediumsized

manufacturers.

Internship:A

work

experiencew

ithan

employer

fora

specifiedperiod

oftim

eto

learnabout

aparticular

industryor

occupation,w

hichm

ayor

may

notinclude

financialcom

pensation.T

hew

orkplaceactivities

may

includespecial

projects,a

sample

oftasks

fromdifferent

jobsor

tasksfrom

asingle

occupation.

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Jobshadow

ing:Typically

aspart

ofcareer

explorationactivities

inlate

middle

andearly

highschool,

astudent

follows

anem

ployeefor

1or

more

daysto

learnabout

aparticular

occupationor

industry.Job

shadowing

isintended

tohelp

studentsexplore

arange

ofcareer

objectivesand

topossibly

selecta

careerpathw

ay.

Labor

supply:T

henum

berof

personseither

working

orunem

ployedand

activelyseeking

work.

Marketing:

The

processor

techniqueof

promoting,

sellingand

distributinga

productor

service.

Material

SafetyD

ataSheets:

Federally-mandated

listingsof

allhazardous

materials

thatw

illim

pactthe

healthand

safetyof

thew

orkersand

thatare

requiredto

beposted

inthe

workplace.

Mediation:

Third-party

interventionbetw

eenconflicting

partiesto

promote

reconciliation,settlem

entor

comprom

ise.

Net

pay:T

heam

ountrem

ainingafter

deductions,such

astaxes,

insuranceand

retirement/pension

plan.

Netw

orking:T

heact

ofexchanging

information,

contactsand

services.

Nontraditional

careers:Fields

ofw

orkfor

which

individualsfrom

onegender

comprise

lessthan

25%of

theindividuals

employed

ineach

occupationor

fieldof

work.

O*N

ET

:O

ccupationalInform

ationN

etwork—

isa

freepublic

accessonline

web-based

systemprovided

bythe

United

StatesD

epartment

ofL

abor,w

hichincludes

comprehensive

up-to-dateoccupational

information

includingskills,

knowledge,

abilitiesand

tasksfor

more

than950

occupations.

Operating

costs:T

hefunds

necessaryto

operatea

business,not

includingthe

costof

goodssold.

This

isalso

referredto

asoverhead.

Ch.

4A

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DE

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382Sep.

06

OSH

A:

The

Occupational

Safetyand

Health

Adm

inistration—A

National

agencyw

ithrepresentatives

ineach

statew

hom

onitorhealth

andsafety

issuesin

thew

orkplace.

Professional

associations:O

rganizationsof

peoplehaving

comm

oninterests.

Professional

degree:A

titleconferred

onstudents

bya

college,university

orprofessional

schoolupon

completion

ofa

programof

study.

Registered

apprenticeship:A

formal

programregistered

with

theU

nitedStates

Departm

entof

Labor’s

Bureau

ofA

pprenticeshipand

Training

andw

iththe

PennsylvaniaA

pprenticeshipC

ouncil.T

hisprogram

must

followstrict

guidelinesas

tothe

typesof

trainingand

amount

oftraining

time

anapprentice

receivesand

leadsdirectly

intooccupations

requiringthe

trainingfor

entry.

Resum

e:A

summ

aryof

one’spersonal

qualifications,education/training

andem

ployment

experience.

Salaries/benefits:Financial

compensation

paidregularly

forservices

(See‘‘benefits’’

fordefinition).

Salesforecasting:

Predictingthe

number

ofservices

orunits

likelyto

besold

overa

specifiedperiod

oftim

e.

School-basedcareer

centers:Specialized

areasin

schoolsequipped

with

resourcesand

materials

usedto

researchpostsecondary

andoccupational

opportunities.

School-basedenterprise:

The

productionof

goodsor

servicesas

partof

aschool

program.

SCO

RE

:Service

Corps

ofR

etiredE

xecutives—A

Small

Business

Adm

inistrationFederally-sponsored

programto

assistsm

all-to-medium

sizedcom

panies.

Selfinventories:

Evaluation

ofan

individual’sstrengths,

weaknesses

andinterests,

asit

relatesto

careerplanning.

22STA

TE

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Sep.06

Copyright

�2006

Com

monw

ealthof

Pennsylvania

TechP

rep:T

henam

egiven

toprogram

sthat

offerat

least4

yearsof

sequentialcourse

work

atthe

secondaryand

postsecondarylevels

toprepare

studentsfor

technicalcareers.

The

curriculaare

designedto

buildstudent

competency

inacadem

icsubjects,

asw

ellas

toprovide

broadtechnical

preparationin

acareer

area.

Technicalliteracy:

The

abilityof

individualsto

useexisting

andem

ergingtechnologies,

equipment,

language,m

aterialsand

manuals

toparticipate

intelligentlyin

performing

tasksrelated

toeveryday

life,school

orjob.

Tim

em

anagement

strategies:Scheduling

techniquesused

toeffectively

andefficiently

director

controlactivities.

Traditional

careers:Fields

ofw

orkfor

which

individualsfrom

onegender

comprise

more

than25%

ofthe

individualsem

ployedin

eachoccupation

orfield

ofw

ork.

Unem

ployment:

Measurem

entof

thenum

berof

peoplew

hoare

notw

orkingand

who

areactively

seekingw

ork.

Venture

capital:Public

orprivate

fundsinvested

ina

potentiallyprofitable

businessenterprise

despiterisk

ofloss.

Vocational

rehabilitationcenters:

Educational

facilitiesthat

providelife

skillsand

occupationaltraining

servicesfor

individualsw

ithspecial

needs.

Wages:

Payments

ofm

oneyfor

laboror

servicesaccording

tocontract

andon

anhourly,

dailyor

piecework

basis.

Web-based

training:Instruction

thatis

availableonline.

Work

habits:A

cquiredbehaviors

thatindividuals

regularlyperform

incom

pletingtasks

relatedto

chores,school

orjob.

Working

conditions:T

heenvironm

entin

which

anindividual

isem

ployed.

Ch.

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opyright�

2014C

omm

onwealth

ofP

ennsylvania