Curriculum – 6th Grade

We Believe Scripture has relevant meaning for life today
Compare how the authors of the Bible used many different literary forms to convey God’s message
Describe the major figures in the development of God’s relationship with the chosen people
Explain why the Exodus is the central saving event of the Hebrew Scriptures
Describe how the Hebrew Scriptures are fulfilled in Jesus Christ as revealed in the Christian Scriptures (New Testament)
Demonstrate how the Christian Scriptures encompass the life of Christians in the early days of the Church
Debate why the Bible is the Word of God, which tells the story of God’s people
Illustrate how the Bible defines God’s chosen people
Argue how Jesus is the fulfillment of the Hebrew Scriptures
Diagram how God is revealed through the Sacred Scriptures
The early history of the Church has a profound impact on the current church today
Illustrate the role of the Catholic Church in world history
Interpret why, throughout the Church’s history, there have been periods of needed reform
Name the many saints in the Church throughout the ages and compare their similarities to the many holy people who are living within society today
Describe Mary and her role in the life of the Church
The doctrine and dogma of the church are found in the Creedal statements
Justify why the paschal Mystery is the heart of the Catholic faith
Debate why the Church is one, holy, catholic, and apostolic
The Trinity is revealed to all people in the person, word, and works of Jesus
Demonstrate how God is the Supreme Being, who always was and always will be
Explain one’s understanding of the Incarnation – Jesus took flesh and became human in all things but sin
Tell how the Holy spirit sanctifies, or makes holy, one’s mind and heart
We Worship Sacraments are important moments in the life of the community, especially the centrality of the Eucharist
Illustrate how the Sacraments are actions of the risen Christ working through His church to love, heal, and call each person to change
Justify how the seven sacraments express and enrich one’s faith
Illustrate how the sacramental actions of the Church originated in Jewish rituals (laying on hands, anointing with oil, purifying with water, sharing a meal)
Compare the seven sacraments, their signs and symbols, and how they mediate God’s grace
The Eucharistic Liturgy (the Mass) is the communal celebration of the Paschal Mystery in which each person is called to full and active participation
Explain how the faithful worship as a community at the Eucharistic Liturgy
Restate the responses used at the Eucharistic Liturgy
Describe how the Church gathers at the Eucharistic Liturgy to celebrate the life, death, and resurrection of Jesus
Argue why the Eucharistic Liturgy is the central prayer of the Catholic community
Explain why all of the Eucharistic Liturgy is considered prayer
Justify why it is one’s responsibility to fully and actively participate in the Eucharistic Liturgy
We Pray Catholic prayer and traditions are an important aspect of the life of the church
Explain why one needs to show appreciation for the Word of God by attentive listening and responding to it in life
Experience all forms of prayer: formal, informal, spontaneous, reflective, personal, Jesus prayer, music and movement, guided meditation, and communal
Evaluate the aspects of community prayer, by praying in a group, attending prayer services or liturgies, and visiting the church
Compose prayers such as blessings, psalms, petitions, and contemporary reflections on the Mysteries of the Rosary
Demonstrate the responses of the liturgy as prayer
Explain why the Stations of the Cross is a devotional tradition of the Church
Justify why the Mass is the highest form of worship and prayer
Recite and explain the traditional prayers of the Church: Sign of the Cross, Our Father, Hail Mary, Grace before Meals, Doxology (Glory to the Father…), Act of Contrition, Apostles Creed, and Nicene Creed
Acknowledge and show appreciation for the traditional prayers of the Church: the Rosary, Prayer of St. Francis, Acts of Faith, Hope, & Love, Prayer of the Holy Spirit, Hail Holy Queen, and Stations of the Cross
Examine why the Psalms are prayers that Jesus prayed while on earth and evaluate why they remain an important part of Catholic worship today
We Live Moral teachings give individuals the ability to make good moral decisions and to act in a responsible, Christian manner
Demonstrate the ability to make moral decisions and to evaluate the consequences of one’s actions
Compare the Ten Commandments, the Beatitudes, and God’s Law of Love as guidelines in the formation of conscience
Illustrate the meaning of freedom and how to exercise freedom responsibly
The seven key principles of the Catholic Social Teachings can be applied to personal and societal situations
Express how each person possesses a basic dignity that comes from God, not from any human quality or accomplishment
Describe God’s teachings on human dignity in the Bible
Identify the positive values that are exemplified within the family and describe how family contributes to society through participation in community, church, and state
Explain one’s basic human rights and responsibilities and justify why people have an obligation to respect the rights of others and to work for the common good
Justify why, as Christians, each person is called to respond to the needs of all members of society and illustrate the ways that Christians can aid the poor and vulnerable
Examine ways that work is an expression of dignity and that people have the right to decent and productive work
Explain how, by virtue of Baptism, every Christian is called to service and that this call is fulfilled through a variety of lifestyles and ministries
Discuss how, as one human family, each person is responsible to defend the dignity and rights of people everywhere
Illustrate how everyone hurts when injustice exists within the human race
Debate how God entrusted each person to be caretakers of the created world and to conserve and preserve it for future generations
We Are God’s Family Each person is drawn to God who, in creating them, has placed a desire for happiness in their hearts
Argue why faith is a gift from God
Demonstrate how Jesus is the foundation of the Christian Catholic faith
The Church is the People of God, the Body of Christ, and the Community of Faith
Demonstrate how the Church is a sign of God’s presence in the world today
Examine how the Catholic Church is a global community of persons whose cultural traditions enrich the experience of faith
Explain how each Christian, single, married, cleric, or religious, is called by Baptism to follow Christ and minister to others
Describe how lay women and men contribute to their Faith community through their parish community, as well as their daily witness to Gospel values
Identify how ordained priesthood and religious life are specific responses to the Baptismal call to minister in a special way to God’s people
The church expresses basic principles of Catholic teaching on the family
Explain how the gift of human life begins at the moment of conception
Explain the nature and importance of sexuality as a divine gift, a fundamental component of personality, and an enrichment of the whole person – body, emotions, soul
Justify why chastity is a virtue that develops a person’s authentic maturity and makes him or her capable of guiding the sexual instinct in the service of love and integrating it into his or her psychological and spiritual development
Examine the human and Christian values that sexuality is intended to express
Express a knowledge of, and respect for, the moral norms regarding sexuality that are taught by the Church
Examine the nature of aging and the Christian meaning of death and new life
Reading Draw conclusions, infer, and analyze by citing textual evidence to support analysis of what the text says explicity, as well as inferences drawn from the text
Using appropriate text, determine the theme(s) of a text and cite evidence of its development; summarize the text
Analyze how a particular sentence, chapter, scene, stanza, or image contributes to meaning
Describe how a particular text’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution
Compare and contrast texts in different genres that address similar themes or topics
*Explain how plot and conflict reflect historical and/or cultural contexts (*Should be taught through the lens of Catholicism)
Read and comprehend literature, including stories, dramas, and poems, independently and proficiently
Determine the meaning of words and phrases as they are used in the text, including figurative, connotative, and content-specific meanings using context, affixes, or reference materials
*Interpret visual elements of a text including those from different media and draw conclusions from them (when applicable) (*Should be taught through the lens of Catholicism)
Analyze how a particular sentence, paragraph, section, or image contributes to meaning
Explain how an author’s point of view or purpose is conveyed in a text
Analyze how word choice, including the use of figurative language, connotations, and/or repetition, contributes to meaning
Identify an author’s argument in a text and distinguish claims that are supported by reasons and evidence from claims that are not
Compare and contrast the experience of reading a text to listening to or viewing an audio or video version of the same text, noting how a performance impacts personal interpretation
Compare and contrast one author’s presentation of events with that of another
*Explain how a text reflects historical and/or cultural contexts
(*Should be taught through the lens of Catholicism)
Read and comprehend informational text independently and proficiently
Read a wide range of fiction and nonfiction and classic and contemporary texts:
a. to build an understanding of texts and make connections to oneself, to cultures of the United States and of the world, and to other texts
b. to acquire new information
c. to respond to the needs and demands of society and of the workplace d. for personal fulfillment
(*Should be taught through the lens of Catholicism)
Read a wide range of literature from many periods in many genres to build an understanding of the many dimensions of the human experience (i.e. moral, philosophical, ethical, aesthetic) (*Should be taught through the lens of Catholicism)
Apply a wide range of strategies to comprehend, interpret, and evaluate texts, including but not limited to:
a. drawing on prior knowledge and experience
b. interactions with other readers
c. word identification strategies
Participate as knowledgeable, reflective, and creative members of a variety of literacy communities
Writing Conduct research from several sources to answer a question
a. draw on several sources
b. integrate information using a standard citation system (MLA, APA)
c. gather relevant information from multiple print and digital sources
d. assess the credibility of each source
e. quote or paraphrase the data and conclusions of others while avoiding plagarism
f. provide basic biblographic information for sources
Follow a writing process to produce clear and coherent writing in which the development, organization, style, and voice are appropriate
Develop narratives–including poems– about real or imagined experiences with
a. clearly identified characters
b. well-structured event sequences
c. narrative techniques
d. relevant descritptive details
Develop informative/explanatory writing to examine a topic with relevant facts, examples, and details
Develop argumentative writing by introducing and supporting a claim with clear reasons and relevant evidence
Organize the content by introducing the topic, maintaining a clear focus throughout the text, and providing a conclusion that follows the text
Choose precise language; establish and maintain appropriate and consistent style; write in complete sentences
Demonstrate a command of the conventions of standard English grammar and usage
Use transitions to clarify relationships, connect ideas and claims, and signal time shifts
Use technology, including the internet, to produce and publish writing, as well as to interact and collaborate with others
Review, revise, and edit writing with consideration for the task, purpose, and audience
Language Apply conventions of the standard English language
Explain and use the eight parts of speech: noun, pronoun, verb, adjective, adverb, preposition, conjunction, interjection
Use pronouns in the proper case (nominative, possessive, objective)
Use intensive pronouns
Recognize and correct inappropriate shifts in pronoun number and person
Use pronouns in agreement with their noun antecedents
Use punctuation to set off nonrestrictive/parenthetical elements
Use verbs in agreement with subjects in complex sentences
Explain and use descriptive and limiting adjectives
Explain and use adverbs in writing
Explain and use periods, commas, semicolons, colons, question marks, exclamation points, quotation marks, apostrophes, and dashes
*Develop an understanding of and respect for diversity in languages and dialects across cultures, ethnic groups, geographic regions, and social roles (*Should be taught through the lens of Catholicism)
Speaking & Listening Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed
Delineate a speaker’s argument and claims in order to pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion
Review the key ideas expressed by a speaker including those presented in diverse media, and demonstrate understanding of multiple perspectives through reflection and paraphrasing
Speak clearly, audibly, to the point, and with appropriate volume using conventions of language as appropriate to task, purpose, and audience when presenting
Position body to face the audience when speaking, and make eye contact with listeners at various intervals using gestures to communicate a clear viewpoint
Plan and deliver appropriate presentations based on the task, audience, and purpose including multimedia components in presentations to clarify claims, findings, and ideas
Adjust one’s use of spoken, written, and visual language (i.e. conventions, style, vocabulary) to communicate effectively with a variety of audiences and for a variety of purposes
Ratios & Proportional Relationships Understand and use ratios to solve problems
Understand a ratio as a comparison of two quantities and represent these comparisons
Understand the concept of a unit rate associated with ratio, and describe the meaning of the unit rate
Solve problems involving ratios and rates
a. Create tables of equivalent ratios, find missing values in the tables, and plot the pairs of values on the Cartesian coordinate plane
b. Solve unit rate problems
c. Solve percent problems (finding whole given part, the part given the whole, and percentage)
d. Convert measurement units within and between two systems of measurements (use ratios to compare sizes of similar figures with different units)
Number Sense & Operations Apply and extend previous understandings of multiplication and division to divide fractions by fractions
Compute and interpret quotients of positive fractions
Compute with non-negative multi-digit numbers and find common factors and multiples
Demonstrate fluency with division of multi-digit whole numbers
Demonstrate fluency with addition, subtraction, multiplication, and division of decimals
Find common factors and multiples
a. Find the greatest common factor and the least common multiple
b. Use distributive property to express a sum of two whole numbers with a common factor as a multiple of a sum of two whole numbers
Apply and extend previous understanding of numbers to the systems of rational numbers
Use positive and negative numbers to represent quantities
Locate a rational number as a point on a horizontal and vertical number line
Write, interpret, and explain problems of ordering rational numbers
Understand that a number and its opposite (additive inverse) are located on opposite sides of zero on the number line
Understand that the absolute value of a rational number is its distance from 0 on the number line
Extend prior knowledge to generate equivalent representations of rational numbers between fractions, decimals, and percentages (limited to terminating decimals and/or benchmark fractions of 1/3 and 2/3)
Solve problems involving the four arithmetic operations with integers, fractions, and decimals including order of operations
Expressions, Equations, & Inequalities Apply and extend previous understandings of arithmetic to algebraic expressions
Describe the difference between an expression and an equation
Create and evalute expressions involving variables and whole number exponents
a. Identify parts of an expression using mathematical terminology
b. Evaluate expressions at specific values of the variables
c. Evaluate non-negative rational number expressions
d. Write and evaluate algebraic expressions
e. Understand the meaning of the variable in the context of a situation
Identify and generate equivalent algebraic expressions using mathematical properties
Reason about and solve one-variable equations and inequalities
Use substitution to determine whether a given number in a specified set makes a one-variable equation and/or inequality true
Understand that if any solutions exist, the solution set for an equation or inequality consists of values that make the equation or inequality true
Write and solve equations using variables to represent quantities, and understand the meaning of the variable in the context of the situation
Solve one-step equations in one variable involving rational numbers
Recognize that inequalities may have infinitely many solutions
a. Write an inequality of the form x>c , x>c , x ≥ c, or x ≤ c to represent a constraint or condition
b. Graph the solution set of an inequality
Solve one-step inequalities in one variable involving rational numbers
Represent and analyze quantitative relationships between dependent and independent variables
Identify and describe relationships between two variables that change in relationship to one another
a. Write an equation to express one quantity, the dependent variable, in terms of the other quantity, the independent variable
b. Analyze the relationship between the dependent and independent variables using graphs, tables, and equations, and relate these representations to each other
Geometry & Measurement Solve problems involving area, surface area, and volume
Find the area and perimeter of polygons by composing or decomposing the shapes into rectangles or triangles
Find the volume of prisms
a. Understand that the volume of a right rectangular prism can be found by filling the prism with multiple layers of the base
b. Apply V = l * w * h and V = Bh to find the volume of right rectangular prisms
Solve problems by graphing points in all four quadrants of the Cartesian coordinate plane
a. Understand signs of numbers in ordered pairs as indicating locations in quadrants of the Cartesian coordinate plane
b. Recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes
c. Find distances between points with the same first coordinate or the same second coordinate
d. Construct polygons in the Cartesian coordinate plane
Solve problems using nets
a. Represent three-dimensional figures using nets made up of rectangles and triangles
b. Use nets to find the surface area of three-dimensional figures whose sides are made up of rectangles and triangles
Data Analysis, Statistics, & Probability Develop unerstanding of statistical variability
Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers
Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape
Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary from a single number
Summarize and describe distributions
Display and interpret data
a. Use dot plots, histograms, and box plots to display and interpret numerical data
b. Create and interpret circle graphs
Summarize numerical data sets in relation to the context
a. Report the number of observations
b. Describe the nature of the attribute under investigation, including how it was measured and its units of measurement
c. Give quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), and describe any overall pattern and any striking deviations from the overall pattern with reference to the context of the data
d. Analyze the choice of measures of center and variability based on the shape of the data distribution and/or the context of the data
NGSS Space Systems (MO = Earth’s Place in the Universe
pg 18)
Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons [Clarification Statement: Examples of models can be physical, graphical, or conceptual.]
Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system [Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical or conceptual.]
Analyze and interpret data to determine scale properties of objects in the solar system [Clarification Statement: Examples of scale properties include the sizes of an object’s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and models.]
NGSS History of Earth pg 57 (MO = History of Earth pg 19) *Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s history [Clarification Statement: Emphasis is on how analyses of rock formations and the fossils they contain are used to establish relative ages of major events in Earth’s history. Examples of Earth’s major events could range from being very recent (such as the last Ice Age or the earliest fossils of homo sapiens) to very old (such as the formation of Earth or the earliest evidence of life). Examples can include the formation of mountain chains and ocean basins, the evolution or extinction of particular living organisms, or significant volcanic eruptions.] (*Should be taught through the lens of Catholicism – As Catholics, we believe that God is the creator of all things, yet there is no conflict between this belief and the scientific understanding of the Earth’s age)
Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales [Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate.] (*MO standards has this in Earth Materials and Systems)
Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions [Clarification Statement: Examples of data include similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).] (*MO standards has this in Earth Materials and Systems)
NGSS Earth’s Systems pg 58 (MO = Earth Materials & Systems pg 20) Develop and use a model to illustrate that energy from the Earth’s interior drives convection which cycles Earth’s crust leading to melting, crystallization, weathering and deformation of large rock formations, including generation of ocean sea floor at ridges, submergence of ocean sea floor at trenches, mountain building and active volcanic chains [Clarification Statement: The emphasis is on large-scale cycling resulting from plate tectonics that includes changes in rock types through erosion, heat and pressure.]
Design and develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle. Examples of models can be conceptual or physical.]  (*MO Standards list this under Role of Water )
*Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes and human activity [Clarification Statement: Emphasis is on how these resources are limited and typically non-renewable, and how their distributions are significantly changing as a result of removal by humans. Examples of uneven distributions of resources as a result of past processes include but are not limited to petroleum (locations of the burial of organic marine sediments and subsequent geologic traps), metal ores (locations of past volcanic and hydrothermal activity associated with subduction zones), and soil (locations of active weathering and/or deposition of rock).]  (MO Standards list this under Natural Resources) (*Should be taught through the lens of Catholicism. We are called to be good stewards of creation for the common good of all humanity. Refer to Pope Francis’ encyclical “Laudato Si”  on care for our common home and Catholic Social Teaching.)
NGSS Weather & Climate pg 59 (MO separates these into other categories) Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions [Clarification Statement: Emphasis is on how air masses flow from regions of high pressure to low pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a fixed location to change over time, and how sudden changes in weather can result when different air masses collide. Emphasis is on how weather can be predicted within probabilistic ranges. Examples of data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through laboratory experiments (such as with condensation).] [Assessment Boundary: Assessment does not include recalling the names of cloud types or weather symbols used on weather maps or the reported diagrams from weather stations.] (*MO standards put this in role of water)
Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates [Clarification Statement: Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents. Examples of models can be diagrams, maps and globes, or digital representations.] [Assessment Boundary: Assessment does not include the dynamics of the Coriolis effect.] (*MO standards put this in role of water)
*Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century [Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.] (*MO standards group this with Climate Change…MO leaves out the last statement on “emphasis on major role that human activities play in casuing the rise in global temperatures.”) (*Should be taught through the lens of Catholicism. We are called to be good stewards of creation for the common good of all humanity. Refer to Pope Francis’ encyclical “Laudato Si” on care for our common home and Catholic Social Teaching.)
NGSS Human Impacts pg 60 (MO = Human Impacts on Earth’s Systems pg 24) Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. [Clarification Statement: Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).]  (MO Standards has this in Natural Hazards)
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. [Clarification Statement: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).] (*Should be taught through the lens of Catholicism. We are called to be good stewards of creation for the common good of all humanity. Refer to Pope Francis’ encyclical “Laudato Si” on care for our common home and Catholic Social Teaching.)
Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. [Clarification Statement: Examples of evidence include grade-appropriate databases on human populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of impacts can include changes to the appearance, composition, and structure of Earth’s systems as well as the rates at which they change. The consequences of increases in human populations and consumption of natural resources are described by science, but science does not make the decisions for the actions society takes.] (*Should be taught through the lens of Catholicism. As Catholics, we believe God has provided us with the resources necessary to support human life. It is more of a matter of humanity being good stewards and learning to share those resources equitably. The Church is adamentally against population control methods such as limiting the number of children a family can have through government laws.)
Engineering Design 6-8 (Must be taught throughout grades 6-8 units of study) Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem
Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success
Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved
Civics (Governmental Systems & Principles) Tools of Social Science Inquiry
*Using a geographic lens, analyze laws, policies, and processes to determine how governmental systems affect individuals and groups in society (*Should be taught through the lens of Catholicism. Governments can neglect their primary purpose that is to protect people from injustice. They can also enact laws and policies that favor one group over another unfairly. Both of these (neglect and unfairness) harm people.)
Analyze current human environmental issues using relevant geographic sources to propose solutions
Settlements (World Geography and Cultures)
*Using a geographic lens, analyze the laws and governmental systems of a place in order to determine their effects on individuals, groups, and institutions (*Should be taught through the lens of Catholicism. The Bible is the source of most Western civilizations’ moral laws. Jesus gave us the Golden Rule and told us to love our neighbor as ourselves. Many ideas in the United Nations Declaration of Human Rights come from the Church and from a Judeo-Christian world view.)
Draw conclusions about how laws impact the development of a place and how a place impacts the development of laws
Economics Tools of Social Science Inquiry
Using a geographic lens, evaluate economic decisions to determine costs and benefits on contemporary society
Settlements (World Geography and Cultures)
Analyze resource availability to explain its causes and impacts on conflict or cooperation
Analyze patterns of resource distribution to explain the consequences of personal and public economic decisions
Use economic concepts such as GDP, scarcity, and inflation to describe and compare places and regions
Analyze economic systems to explain their impact on peoples’ behavior and choices
Geography Tools of Social Science Inquiry
Create and use maps, graphs, statistics, and geo-spatial technology in order to explain relationships and reveal spatial patterns or trends
Analyze how the physical and human characteristics of current world regions are connected to changing identity and culture
Locate major cities of the world and key world nations, the world’s continents and oceans, and major topographical features of the world
Settlements (World Geography and Cultures)
Describe how physical processes shape the environment of a place
Describe a variety of ecosystems, and explain where they may be found
Explain how human- environmental interactions shape people and places
Explain how the movement of people, goods, and ideas impact world regions
(Continuity & Change)
Tools of Social Science Inquiry
Create and use historical maps and timelines in order to represent continuity and change within and among regions over time
Evaluate historical solutions to problems within and among world regions in order to draw conclusions about current and future decisions
With assistance, develop a research plan, identify appropriate resources for investigating social studies topics, and create a research product that applies an aspect of geography to a contemporary issue
Using an inquiry lens, develop compelling geographic questions, determine helpful resources, and consider multiple points of views represented in the resources
Analyze the causes and consequences of a current geographic issue as well as the challenges and opportunities faced by those trying to address the problem
Settlements (World Geography and Cultures)
Explain how regions of the world change over time in relation to historical events and trends and the human characteristics of place
Explain how forces of nature impact historic and current conflicts and cooperation
Evaluate the impact of human settlement activities on the environmental and cultural characteristic of specific places and regions
Conflict & Crisis
Debate the development of and issues surrounding modern border disputes
People, Groups, & Cultures Tools of Social Science Inquiry
Analyze material culture to explain a people’s perspective and use of place
Explain how the physical and human characteristics of places and regions are connected to human identities and cultures
Settlements (World Geography and Cultures)
Compare and contrast the human characteristics within and among regions
Explain how groups and institutions of a place develop to meet peoples’ needs
Analyze the relationship between the physical environments and cultural traditions to determine their impact on individuals, groups, and institutions
*Analyze religion and belief systems of a place to determine their varying impact on people, groups, and cultures (*Should be taught through the lens of Catholicism. Christian communities hold truth in the highest regard – it is from this and from the Bible that we know about natural law. These attributes make Christianity distinct from other religions.)
Describe how a peoples’ culture is expressed through their art, architecture, and literature
Civics (Governmental Systems & Principles) Tools of Social Science Inquiry
Analyze laws, policies, and processes to determine how governmental systems affect individuals and groups in society in world history prior to c.1450
Settlements (Early Civilizations: Geography’s Impact on History)
Explain the origins, functions, and structure of monarchies, theocracies, city states, empires, and dynasties
Distinguish the powers and responsibilities of subjects and political leaders in monarchies, theocracies, city-states, and empires
Explain how the codification of law impacted early civilizations
Founding (Classical Civilizations: Foundations of Representative Government)
Explain the origins, functions, and structure of governmental systems within classical civilizations
Analyze direct democracy and representative democracy in order to apply the concepts of majority rule, minority rights, and civic duty
Explain how the rule of law developed from a written code of laws, as well as concepts of separation of powers and checks and balances
Expansion (Regional Interconnectedness and Conflict)
Explain the origins, functions, and structure of governmental systems within civilizations
Explain how concepts such as the rule of law, limited government, and due process are developed through the Magna Carta and other influential documents
Analyze the conflict and cooperation between religions and the states to determine their impact on people and societies
Economics Tools of Social Science Inquiry
Using a world history lens, examine the opportunity costs and benefits of economic decisions on society as a whole as well as on individuals prior to c. 1450
Settlements (Early Civilizations: Geography’s Impact on History)
Using a world history lens, explain how the concept of economic surplus led to trade and the emergence of specialized labor
Explain how standardization affects the early stability of a society
Founding (Classical Civilizations: Foundations of Representative Government)
Describe trade patterns and how they influence the movement of resources, goods, and services
Explain how standardization impacts the stability of a civilization
Explain how political and economic stability affects the well-being of individuals and society
Expansion (Middle Ages: Regional Interconnectedness and Conflict)
Explain how inter- regional trade intensified the exchange of goods, ideas, and people
Geography Tools of Social Science Inquiry
Create and use maps and other graphic representations in order to explain relationships and reveal patterns or trends in world history prior to c.1450
Describe the impact of human settlement activities on the environmental and cultural characteristics of world regions prior to c. 1450
Locate the following: major cities of the world and key world nations; the world’s continents and oceans; and major topographical features of the world
Settlements (Early Civilizations: Geography’s Impact on History)
Describe how physical characteristics of river valleys supported permanent settlements and the rise of early civilizations
Analyze the cultural characteristics of civilizations to explain how they are similar and different
Explain how various characteristics of civilizations are connected to identities and cultures
Founding (Classical Civilizations: Foundations of Representative Government)
Explain the significance of physical geography to the development of classical civilizations
Identify the effect of natural forces upon human activities
(Continuity & Change)
Tools of Social Science Inquiry
Create and use tools to analyze a chronological sequence of related events in world history
Explain connections between historical context and peoples’ perspectives at the time in world history
With assistance, develop a research plan, identify appropriate resources for investigating social studies topics, and create a research product that applies an aspect of world history prior to c.1450 to a contemporary issue
Using an inquiry lens, develop compelling questions about world history prior to c. 1450 to determine helpful resources and consider multiple points of view represented in the resources
Analyze the causes and consequences of a specific problem in world history prior to c. 1450 as well as the challenges and opportunities faced by those trying to address the problem
Settlements (Early Civilizations: Geography’s Impact on History)
Explain the causes and results of the Agricultural Revolution in relation to the development of new and more complex societies in Asia, Africa, and the Americas
Analyze the role early civilizations had in shaping concepts of government, law, and social order
Founding (Classical Civilizations: Foundations of Representative Government)
Analyze the rise and fall of classical civilizations to determine their significance to future societies
Trace the impact of conflicts, competition, and cooperation within and among classical civilizations
Expansion (Middle Ages: Regional Interconnectedness and Conflict)
Compare how the collapse of government and resulting instability led to the development of feudal kingdoms in Europe and Japan
Explain the origins and significance of the expansion of the Muslim and Mongol rule in Europe, Asia and Africa
Analyze how the Crusades and Black Death affected existing societies in Europe, Asia, and Africa
Analyze the cultures of civilizations in sub- Saharan Africa, Mesoamerica, and Andean South America
People, Groups, & Cultures Tools of Social Science Inquiry
Using a world history lens, describe how peoples’ perspectives shaped the sources/artifacts they created
Using a world history lens, examine the origins and impact of social structures and stratification on societies and relationships between peoples
Settlements (Early Civilizations: Geography’s Impact on History)
Explain the significance of monotheistic and polytheistic religions to the social and political order of early civilizations
Describe the origins, structure, and essential beliefs of Judaism, Hinduism, and Buddhism
Describe how the world view of social groups and institutions influence culture and define the position of the individual within various societies
Analyze scientific, technological, intellectual, and artistic advancements to determine the legacy of the ancient civilizations
Founding (Classical Civilizations: Foundations of Representative Government)
Explain the significance of art, mythology, literature, and philosophy to the culture and social order of classical civilizations
Analyze scientific, technological, intellectual, and artistic advancements to determine the legacy of the classical civilizations
Analyze the extent and impact of cultural diffusion that results from empire building
*From a historical perspective, explain the origin, structure, spread, and significant beliefs of Christianity (Should be taught through the lens of Catholicism)
Expansion (Middle Ages: Regional Interconnectedness and Conflict)
Analyze scientific, technological, intellectual, and artistic advancements to determine the legacy of European, African, and Mesoamerican civilizations
From a historical perspective, explain the origin, structure, spread, and significant beliefs of Islam
Describe how the world view of individuals, social groups, and institutions change as a result of connections among regions
Analyze the causes and effects of the changing roles of class, ethnicity, race, gender, and age on world cultures prior to c. 1450
Computing Systems Evaluate the design of computing devices, based on the characteristics of each device and how users interact with it, to improve the overall user experience
Design projects that combine hardware and software to collect and exchange data
Develop a systematic troubleshooting routine to identify the problem, research solutions, and fix problems with computing devices, components, and software
Networks & Internet Model the different ways that data is transferred across a network and the protocols used to transmit the data
Recognize and determine computer threats and be able to identify programs and methods to protect electronic information
Demonstrate how data is transmitted through multiple methods of encryption
Data & Analysis Represent data using multiple encoding schemes
Collect data using computational tools and display it for the end user in an easy to understand way
Algorithms & Programming Analyze methods to refine computational models based on received data
Design algorithms with flow charts and/or pseudocode to show solutions to complex problems
Create clearly named variables to store and manipulate information
Design and develop combinations of control structures, nested loops, and compound conditionals
Decompose problems and sub problems into parts to facilitate the design, implementation, and review of programs
Create procedures with parameters to organize code and make it easier to reuse
Use feedback from team members and users to refine solutions to meet user needs
Use flowcharts and/or pseudocode to solve problems using algorithms
Test and refine programs using a range of test cases
Manage project tasks and timelines when collaboratively developing computational artifacts
Digital Citizenship Compare tradeoffs associated with computing technologies that have impacted people’s activities, careers, and lives when solving global problems using the power of computing
Give proper attribution to code, media, etc. that are used in projects
Discuss issues of bias and accessibility in the design of existing technologies
Collaborate through strategies such as crowdsourcing or surveys when creating a computational artifact
Describe tradeoffs between allowing information to be public and keeping information private and secure
Innovative designer Know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts, or solving authentic problems
Select and use digital tools to plan and manage a design process that considers design constraints and calculated risk
Develop, test, and refine prototypes as part of a cyclical design process
Exhibit a tolerance for ambiguity, perseverance, and the capacity to work with open-ended problems
Create Combine concepts collaboratively to generate innovative ideas for creating art
Formulate an artistic investigation of personally relevant content for creating art
Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design
Explain environmental implications of conservation, care, and clean-up of art materials, tools, and equipment
Design or redesign objects, places, or systems that meet the identified needs of diverse users
Reflect on whether personal artwork conveys the intended meaning and revise accordingly
Present Analyze similarities and differences associated with preserving and presenting two-dimensional, three-dimensional, and digital artwork
Individually or collaboratively, develop a visual plan for displaying works of art by analyzing exhibit space and layout, as well as the needs of the viewer
Assess, explain, and provide evidence of how museums or other venues reflect history and values of a community
Respond Identify and interpret works of art or design that reveal how people live around the world and what they value
Analyze ways that visual components and cultural associations suggested by images influence ideas, emotions, and actions
Interpret art by distinguishing between relevant and non-relevant contextual information and analyzing subject matter, characteristics of form and structure, and use of media to identify ideas and mood conveyed
Develop and apply relevant criteria to evaluate a work of art
Connect Generate a collection of ideas reflecting current interests and concerns that could be investigated in art-making
Analyze how art reflects changing times, traditions, resources, and cultural uses
Create Generate simple rhythmic, melodic, and harmonic phrases within AB and ABA forms that convey expressive intent
Select, organize, construct, and document personal musical ideas for arrangements and compositions within AB or ABA form that demonstrate an efective beginning, middle, and ending, and that convey expressive intent
Use standard notation and/or audio/video recording to document personal simple rhythmic phrases, melodic phrases, and two chord harmonic musical ideas
Evaluate one’s own work, applying teacher-provided criteria such as application of selected elements of music and use of sound sources
Describe the rationale for making revisions to the music based on evaluation criteria and teacher feedback
Present the final version of a documented personal composition or arrangement, using craftsmanship and originality to demosntrate an effective beginning, middle, and ending and to convey expressive intent
Perform Explain and demonstate the structure of contrasting pieces of music selected for performance and how elements of music are used.
When analyzing selected music, read, identify, and perform standard sympols for rhythm, pitch, articulation, dynamics, and harmonic progression
Identify how cultural and historical context inform performances
Perform a selected piece of music demonstrating how interpretations of the elements of music and the expressive qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing) convey intent
Identify and apply teacher-provided criteria (such as correct interpretation of notation, technical accuracy, originality, and interest) to rehearse, refine, and determine when a piece is ready to perform
Perform the music with technical accuracy to convey the creator’s intent
Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue and purpose
Respond Select or choose music to listen to and explain the connections to specific interests or experiences for a specific purpose
Demonstrate and describe how a response to music can be informed by the structure, the use of the elements of music, and the context (such as personal and social)
Identify the context of music from a variety of genres, cultures, and historical periods
Describe a personal interpretation of how creators’ and performers’ application of the elements of music and expressive qualities, within genres and cultural and historical context, convey expressive intent
Apply teacher-provided criteria to evaluate musical works or performances
Connect Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music
Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life
Movement & Manipulative Skills Demonstrate competency in a variety of motor skills and movement patterns
Strategy & Applying Skills Practice strategic thinking skills in a variety of team-oriented games and activities
Work cooperatively to apply strategic offensive and defensive strategies in team activities by analyzing which would work best based on opponent’s strategies
Health & Fitness Analyze the impact of physical activity choices relative to the development of each health-related component of fitness
Establish, measure, and monitor a self-selected physical activity goal for health-realted components of fitness
Demonstrate appropriate stretching, warm-up, and cool-down activities
Identify the major muscle groups used in a variety of physical activities
Identify foods in each basic food group and the importance of selecting appropriate servings and portions
Explain the importance of being physically active throughout one’s life span
Identify positive and negative effects of stress and appropriate strategies to combat and manage/eliminate the negative effects. Implement strategies and reflect on one’s progress over time
Engage in areobic physical activity in a variety of individual and team-oriented games and activities
Identify the components of skill-related fitness
Attitude & Behavior Exhibit responsible personal and social behavior that respects self and others (attitude and behavior)
Novice-High: With little to no teacher support, student can independently and consistently…
Communication Engage in conversations, provide and obtain information in the target language
Recite the Sign of the Cross, Hail Mary, Our Father, and Glory Be from memory
Use courtesies, greetings, and salutations in appropriate situations written and orally
Ask and respond to basic questions using interrogative words and vocabulary written and orally
Say alphabet letter names and their sounds in random order (not consecutive order)
Engage in basic conversations in the target language
Produce target vocabulary with accuracy written and orally
Write simple paragraphs in the target language on various topics using targeted vocaulary and grammar concepts
Comprehension Understand written and spoken text in the target language on a variety of topics
Recognize familiar words, phrases, and questions written and spoken with visual/contextual support and by applying prior knowledge
Comprehend age and level-appropriate reading passages in target language with visual/contextual support and by applying prior knowledge
Respond to classroom commands and questions given in the target language
Listen to native speech of the target language and discuss topics, words, and sounds from the spoken text
Vocabulary Acquisition Demonstrate understanding of target vocabulary by using words and phrases correctly during class discussions, conversations, and sentence formation
Vocabulary Topics:
cardinal numbers 0-1 million
ordinal numbers first-tenth
time (chronology and time-referenced vocabulary; i.e. later, going to do something, in the morning)
sports and leisure activities
food (and how to order a meal in a restaurant)
singular and plural possessive adjectives and agreement
descriptive adjectives
shopping and clothing
modes of transportation
prepositions of place (i.e. in back of, underneath)
common idiomatic expressions and phrases using irregular verbs (i.e. “tener que” phrases in Spanish)
common prefixes and sufixes
common infinitives
Geography & Culture Demonstrate understanding of different cultures by learning about traditions, perspectives, and daily life in countries where the target language is spoken
Identify location of all countries/continents where target language is spoken on a map
Explain major traditional holidays and/or events celebrated in countries where the target language is spoken
Compare/contrast aspects of traditions, perspectives, and daily life in countries where the target language is spoken with one’s own traditions, perspectives, and daily life
Compare/contrast similarities and differences of target language with one’s own native language
Grammar Concepts Demonstrate knowledge of conventions of standard grammar of the target language when writing and speaking
Apply rule of gender and number agreement with nouns, adjectives, and definite/indefinite articles
Apply basic rules of word order (adjectives comes after nouns in Spanish)
Use all subject pronouns in the target language
Conjugate regular verbs in the present tense (regular AR,ER,IR verbs in Spanish) and use them in writing and speech
Conjugate regular verbs in the present progressive tense
Conjugate the verb “to be” and use in writing and speech
Conjugate the simple/informal future tense (“Ir + a + infinitive” in Spanish) to express what one is “going to do”
Conjugate common irregular verbs in the present tense
Conjugate the verb “to like” in singular and plural forms to express likes and dislikes