Curriculum – 7th Grade

We Believe Scripture has great meaning for life today
Describe how Jesus teaches about God, prayer, justice, peace, service, and moral life in the New Testament
Determine how Scripture teaches about the person of Jesus and what it means to follow Jesus and live the Good News
Locate in the Gospels examples of how Jesus dedicated His life to the marginalized of society
The early history of the church has a profound impact on the current Church today
Plot and sequence on a timeline the major historical events of the Church
Critique the role of the Catholic Church in world history
Articulate how Rome historically became and remains the governing center of the Roman Catholic Church
Analyze the significance and impact of the Second Vatican Council (Vatican II)
Illustrate ways the Church, as an institution, communicates and teaches with the faithful through councils and encyclicals
Describe the role of the prophets, martyrs, and saints in the history of the Church
Create a model of the canonization process
The doctrine and dogma of the church are found in the Creedal statements
Describe how there is only one true God, who is revealed as three distinct persons: God the Father, God the Son, and God the Holy Spirit
Justify why Jesus is the Christ, the Messiah, the anointed one sent by God
Explain how the Resurrection is God’s victory over sin and death and a source of life
Deduce why Jesus’ passion, death, resurrection, and glorification is called the Paschal Mystery
The Trinity is revealed to all people in the person, word, and works of Jesus
Explain how God is revealed in the life of Jesus Christ, in the Sacred Scriptures, in tradition, and in the life of the Church
Demonstrate how the Holy Spirit is at work in the Church today, guiding and inspiring the people of God to carry on the mission of Jesus
We Worship Sacraments are important moments in the life of the community, especially the centrality of the Eucharist
Show how the Sacraments are visible signs of God’s grace
Prove how the Sacraments are community celebrations that call each person to share the love of God with others
Justify why the purpose of the Sacraments is to give each person a share in the life of Christ
Express how the Eucharist celebrates the eternal presence of the risen Christ
Defend the central place that Sacraments have in one’s Christian life
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 why the Church gathers at the Eucharistic Liturgy to celebrate the life, death, and resurrection of Jesus
Name the liturgical ministries (acolyte, lector, Eucharistic minister, greeter…)
Compare and contrast the two main parts of the Eucharistic celebration, the Liturgy of the Word, the Liturgy of the Eucharist, as well as two smaller rites, the Introductory Rite and the Concluding Rite
Correlate the importance of song, silence, response, gesture, and movement in the Eucharistic Liturgy
Point out how Christ is present in the person of the minister, in the Eucharistic elements, in the Word, and in the gathered assembly
Defend why it is one’s responsibility to fully and actively participate in the Eucharistic Liturgy
Compare and contrast the liturgical seasons and how the scripture and environment reflect the season
Demonstrate how the lectionary contains the readings for the three-year cycle of the Sunday Eucharistic Liturgy
Defend the need for ritual
We Pray Catholic prayer and traditions are an important aspect of the life of the church
Explain the need 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 for specific events, celebrations, and prayer services
Learn the responses of the liturgy as prayer
Explain how prayer is central in a Catholic Christian life, particularly in celebration of the liturgy
Communicate how each person develops a relationship with God through personal 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, Psalm 23, 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 steps that each person must take in making good, moral decisions – reflection, talking to others who can help us, and praying to the Holy Spirit for guidance and strength
Relate how to respond to moral dilemmas using the life of Jesus and the teachings of the Church
Compare and contrast the Ten Commandments, Jesus’ Great Commandment of Love, the Beatitudes, and Jesus’ teachings as the foundation to be used in the process of making good, moral decisions
Research how conscience formation is an on-going, life-long process
Give examples of how one’s conscience is a gift from God that helps each person discern right from wrong
The seven key principles of the Catholic Social Teachings can be applied to personal and societal situations
Justify why, as followers of Jesus, each person is called to act with compassion and justice
Explain how the family is the basic unit where each person learns and acts on learned values
Describe how each person has a right and responsibility to participate in and contribute to the diverse communities in society
Discuss how followers of Jesus are the Church, and are, thus, called to reach out with Christ to others, especially those who suffer
Defend the need to love and respect people of the other cultures
Identify how Jesus’ teachings are about the basic principles of life
Explain how all persons can make a difference, especially by making use of their own talents
Compare and contrast the major ministries of the Church
Demonstrate how each person is a member of one body of people in the world
Defend the importance of caring for creation and research ways to participate in activities that promote stewardship of the earth
We Are God’s Family Each person is drawn to God who, in creating them, has placed a desire for happiness in their hearts
Explain how a deep relationship with Jesus requires a personal faith commitment
Discuss the need to know and respect those people who profess other faiths
The Church is the People of God, the Body of Christ and the Community of Faith
Explain the history, work, and role of religious orders and the call to religious life today
Demonstrate how, through Baptism, each person is called to be active participants in the faith community
Illustrate how the Catholic Church is a global community
Argue how the heritage of various cultures enrich the experience and tradition of the Church
Discuss how each Christian, single, married, cleric, or religious, is called by Baptism to follow Christ and minister to others
Demonstrate how lay women and men contribute to their faith community through their parish community, as well as their daily witness to Gospel values
Show how ordained priesthood, diaconate, 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
Describe how all family members develop in mind, body, and spirit through communication
Defend how life within the Catholic Christian family is the responsibility of each member
Express the need for respect of the reproductive function of the human body
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 instrinct 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
Describe and justify the need to respect the moral norms regarding sexuality that are taught by the Church
Reading Draw conclusions, infer, and analyze by citing several pieces of textual evidence to support analysis of what the text says explicitly, as well as inferences drawn from the text
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings using context, affixes, or reference materials
Using appropriate text, determine the theme(s) of a text and explain the relationship between the theme(s) and supporting evidence
Summarize the text distinct from personal opinions
Analyze how an author develops and contrasts the points of view of different characters or narrators in a text
Analyze how specific word choices contribute to meaning and tone
Analyze how the setting, characters, and plot of a text affect each other and contribute meaning
Explain how characters and settings reflect historical and/or cultural contexts
Read and comprehend literature, including stories, dramas, and poems, independently and proficiently
Explain the central/main idea(s) of a text and explain the relationship between the central idea(s) and supporting evidence
Analyze how a text’s organization or overall structure contributes to meaning
Anaylize how an author develops his/her point of view or purpose and distinguishes it from those of others
Evaluate an author’s argument, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims
Compare and contrast information presented in different mediums and analyze how the techniques unique to each medium contribute to meaning
Read and comprehend informational text independently and proficiently
Explain how contemporary texts make use of archetypcal characters or universal themes from older or traditional texts
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)
Participate as knowledgeable, reflective, and creative members of a variety of literacy communites
Establish a personal connection within various forms of literature in regards to personal faith, family, and community
Writing Conduct research to answer questions by:
a. gathering relevant information from multiple print and digital sources
b. using search terms effectively
c. assessing the credibility and accuracy of sources
d. quoting and paraphrasing data and conclusions of others, avoiding plagiarism
e. using a standard format for citation (MLA, APA)
Follow a writing process to produce clear and coherent writing by:
a. developing, organizing, and using the style appropriate to task, purpose, and audience
b. developing and using voice appropriate to the task, purpose, and audience
c. developing writing with narrative, expository, and argumentative techniques
Develop narratives, including poems, about real or imagined experiences
a. establish and maintain consistent point of view
b. clearly identify characters
c. create well-structured event sequences and relevant descriptive details
Use expository writing to inform and explain a topic being examined
a. provide relevant facts, examples, and details
b. establish relationships between ideas and supporting evidence
Develop an argument by introducing and supporting a claim
a. use clear reasons and relevant evidence
b. acknowledge counterclaims
c. establish relationships between claims and supporting evidence
Review, revise, and edit writing with consideration for task, purpose, and audience
a. organize content and introduce the topic
b. maintain a clear focus throughout the text
c. provide a conclusion that follows from the text
d. add or delete content to clarify meaning
Use appropriate and precise language for the style, task, and audience
Convey the relationship of ideas through varied sentence structure
Use effective transitions to clarify relationships, connect ideas and claims, and signal time shifts
Use technology, including the Internet, to publish writing
a. link to and cite sources
b. interact and collaborate with others
Language Demonstrate command of the conventions of English grammar and usage
a. use correct capitalization, punctuation, and spelling
b. use correct comma placement
c. demonstrate correct usage of simple, compound, complex, and compound-complex sentences to signal different relationships among ideas
Explain and use the eight parts of speech: noun, pronoun, verb, adjective, adverb, preposition, conjunction, interjection
Ensure that prounouns are 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
Explain and use periods, commas, semicolons, colons, quotation marks, apostrophes, hyphens, dashes, question marks, exclamation points, underlining, and capitalization
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, evaluating reasoning in order to pose questions that elicit elaboration, and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed
Acknowledge new information expressed by others including those presented in diverse media and, when warranted, modify their own views
Speak clearly, audibly, and to the point using conventions of language as appropriate to task, purpose, and audience when presenting, including appropriate volume at an understandable pace
Position body to face the audience when speaking, and make eye contact with listeners at various intervals using effective 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 and findings and emphasize significant points
Use spoken, written, and visual language to accomplish one’s own purpose (i.e. for learning, enjoyment, persuasion, and the exchange of information)
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 different purposes
Ratios & Proportional Relationships Analyze proportional relationships and use them to solve problems
Compute unit rates, including those that involve complex fractions, with like or different units
Recognize and represent proportional relationships between quantities
a. Determine when two quantities are in a proportional relationship
b. Identify and/or compute the constant proportionality (unit rate); interpret the unit rate as the slope of the graph
c. Explain what a point (x,y) on the graph of a proportional relationship means in terms of the situation
d. Recognize that the graph of any proportional relationship will pass through the origin
Solve problems involving ratios, rates, percentages, and proportional relationships
Graph proportional relationships
a. Interpret the unit rate as the slope of the graph
b. Compare two different proportional relationships
Number Sense & Operations Apply and extend previous understandings of operations to add, subtract, multiply, and divide rational numbers
Apply and extend previous understandings of numbers to add and subtract rational numbers
a. Add and subtract rational numbers
b. Represent addition and subtraction on a horizontal or vertical number line
c. Describe situations and show that a number and its opposite have a sum of 0 (additive inverses)
d. Understand subtraction of rational numbers as adding the additive inverse
e. Determine the distance between two rational numbers on the number line is the absolute value of their difference
f. Interpret sums and differences of rational numbers
Apply and extend previousunderstandings of numbers to multiply and divide rational numbers
a. Multiply and divide rational numbers
b. Determine that a number and its reciprocal have a product of 1 (multiplicative inverse)
c. Understand that every quotient of integers (with non-zero divisor) is a rational number
d. Convert a rational number to a decimal
e. Understand that all rational numbers can be written as fractions or decimal numbers that terminate or repeat
f. Interpret products and quotients of rational numbers by describing real-world contexts
Explore the real number system
a. Know the differences between rational and irrational numbers
b. Understand that all rational numbers have a decimal expansion that terminates or repeats
Expressions, Equations, & Inequalities Use of properties of operations to generate equivalent expressions
Apply properties of operations to simplify and to factor linear algebraic expressions with rational coefficients
Understand how to use equivalent representation of the same number to clarify quantites in a problem
Solve problems using numerical and algebraic expressions and equations
Solve multi-step problems posed with rational numbers
a. Convert between equivalent forms of the same number
b. Assess the reasonableness of answers using mental computation and estimation strategies
Write and/or solve linear equations in one variable and justify the solution
a. Write and solve one-, two-, and multi-step equations (using distributive property and combining like terms)
b. Write and solve one-, two-, and multi-step equations with variables on both sides
Write and/or solve linear inequalities in one variable and justify the solutions
a. Write, solve, and graph one-, two-, and multi-step inequalities (using distributive property and combining like terms)
b. Write, solve, and graph one-, two-, multi-step inequalities with variables on both sides
Geometry & Measurement Draw and describe geometrical figures and describe the relatioships between them
Solve problems involving scale drawings of real objects and geometric figures, including computing actual lengths and areas from a scale drawing at a different scale
Use a variety of tools to construct geometric shapes
a. Determine if provided constraints will create a unique triangle through construction
b. Construct special quadrilaterals given specific parameters
Understand concepts of circles
a. Analzye the relationships among the circumference, the radius, the diameter, the area, and Pi in a circle
b. Know and apply the formulas for circumference and area of circles to solve problems
Apply and extend previous understanding of angle measure, area, and volume
Use angle properties to write and solve equations for an unknown angle
Understand the relationship between area, surface area, and volume
a. Find the area of triangles, quadrilaterals, and other polygons composed of triangles and rectangles
b. Find the area and perimeter of triangles, rectangles, and circles
c. Find the volume and surface area of prisms, pyramids, and cylinders
Data Analysis, Statistics, & Probability Use random sampling to draw inferences about a population
Understand that statistics can be used to gain information about a population by examining a sample of the population
a. Understand that a sample is a subset of a population
b. Understand that generalizations from a sample are valid only if the sample is representative of the population
c. Understand that random sampling is used to produce representative samples and support valid inferences
Use data from multiple samples to draw inferences about a population and investigate variability in estimates of the characteristics of interest
Draw informal comparative inferences about two populations
Analyze different data distributions using statistical measures
Compare the numerical measures of center, measures of frequency, and measures of variability from two random
samples to draw inferences about the population
Develop, use, and evaluate probability models
Investigate the probability of chance events
a. Determine probabilities of simple events
b. Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring
Investigate the relationship between theoretical and experimental probabilities for simple events
a. Predict outcomes using theoretical probability
b. Perform experiments that model theoretical probability
c. Compare theoretical and experimental probabilities
Explain possible discrepancies between a developed probability model and observed frequencies
a. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events
b. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process
Find probabilities of compound events using organized lists, tables, tree diagrams, and simulations
a. Represent the sample space of a compound event
b. Design and use a simulation to generate frequencies for compound events
Structure & Function and Information Processing Provide evidence that organisms (unicellular and multicellular) are made of cells and that a single cell must carry out all of the basic functions of life. [Clarification Statement: Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living things, and understanding that living things may be made of one cell or many and varied cells.] (*Should be taught through the lens of Catholicism. As Catholic, we believe life begins at the cellular level, and that all life, even non-human, is precious and deserves respect.)
Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems.] [Assessment Boundary: Assessment does not include the mechanism of one body system independent of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous systems.] (*Should be taught through the lens of Catholicism. As Catholic, we believe life begins at the cellular level, and that all life, even non-human, is precious and deserves respect.)
Present evidence that body systems interact to carry out key body functions, including providing nutrients and oxygen to cells, removing carbon dioxide and waste from cells and the body, controlling body motion/activity and coordination, and protecting the body.
Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. [Assessment Boundary: Assessment does not include mechanisms for the transmission of this information.]
Matter & Energy in Organisms & Ecosystems Construct a scientific explanation based on evidence for the role of photosynthesis and cellular respiration in the cycling of matter and flow of energy into and out of organisms. [Clarification Statement: Emphasis is on tracing movement of matter and flow of energy.] [Assessment Boundary: Assessment does not include the biochemical mechanisms of photosynthesis.]
Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. [Clarification Statement: Emphasis is on describing that molecules are broken apart and put back together and that in this process, energy is released.] [Assessment Boundary: Assessment does not include details of the chemical reactions for photosynthesis or respiration.]
Analyze and interpret data to provide evidence for the effects of resource availability on indivividual organisms and populations of organisms in an ecosystem. [Clairification statement: emphaisis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.]
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. [Clarification Statement: Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems, and on defining the boundaries of the system.] [Assessment Boundary: Assessment does not include the use of chemical reactions to describe the processes.]
Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. [Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.]
Interdependent Relationships in Ecosystems Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. [Clarification Statement: Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of ecosystems. Examples of types of interactions could include competitive, predatory, and mutually beneficial.]
Evaluate competing design solutions for maintaining biodiversity and ecosystem services [Clairification statement: examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.]
Growth Development & Reproduction of Organisms Construct an explanation for how characteristic animal behaviors, as well as specialized plant structures, affect the probability of successful reproduction of animals and plants respectively. [Clarification Statement: Examples of animal behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds and creating conditions for seed germination and growth. Examples of plant structures that affect the probability of plant reproduction could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.]
Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth, structure, and function of organisms. [Clarification Statement: Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds.]
Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. [Clarification Statement: Emphasis is on conceptual understanding that changes in genetic material may result in making different proteins.] [Assessment Boundary: Assessment does not include specific changes at the molecular level, mechanisms for protein synthesis, or specific types of mutations.] (*Should be taught through the lens of Catholicism. As Catholics, we believe that God is the creator of all things, including our bodies, and that all change – including natural chages to our genetic material – is a part of HIs devine plan.)
Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation [Clairification statement: Emphais is on using models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent to offspring and resulting genetic variation]
Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. [Clarification Statement: Emphasis is on synthesizing information from reliable sources about the influence of humans on genetic outcomes in artificial selection (such as genetic modification, animal husbandry, and farming practices).] (*Should be taught through the lens of Catholicism. As Catholics, we believe in the natural conception of children.)
Natural Selection & Adaptations Analyze and interpret evidence from the fossil record to infer patterns of environmental change resulting in extinction and changes to life forms throughout the history of the Earth. [Clarification Statement: Examples of evidence include sets of fossils that indicate an environment, anatomical structures that indicate the function of an organism in the environment, and fossilized tracks that indicate behavior of organisms.] (*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.)
Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy
Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships
Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. [Clarification Statement: Emphasis is on using simple probability statements and proportional reasoning to construct explanations.] (*Should be taught through the lens of Catholicism. As Catholics, we believe in the natural conception of children.)
Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. (*Should be taught through the lens of Catholicism. As Catholics we believe that God is the creator of all things, and as such, He has a guiding hand in the evolution of species, and the mechanism through which He does this is natural selection.)
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 a s 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
Settlements (Geography’s Impact)
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 (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
Settlements (Geography’s Impact)
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 (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 (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
Describe the impact of human settlement activities on the environmental and cultural characteristics of world regions
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 (Geography’s Impact)
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 (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 to a contemporary issue
Using an inquiry lens, develop compelling questions about world history 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 as well as the challenges and opportunities faced by those trying to address the problem
Settlements (Geography’s Impact)
Explain the causes and results of the Agricultural Revolution in relation to the development of new and more complex societies Asia, Africa, and the Americas
Analyze the role early civilizations had in shaping concepts of government, law, and social order
Founding (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 (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 (Geography’s Impact)
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 (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 (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
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
Create Apply methods to overcome creative blocks
Develop criteria to guide making a work of art or design to meet an identified goal
Demonstrate persistence in developing skills with various materials, methods, and approaches in creating works of art or design
Demonstrate awareness of ethical responsibility to oneself and others when posting and sharing images and other materials through the internet, social media, and other communication formats
Apply visual organizational strategies to design and produce a work of art, design, or media that clearly communicates information or ideas
Reflect on and explain important information about personal artwork in an artist statement or another format
Present Compare and contrast how technologies have changed the way artwork is preserved, presented, and experienced
Based on criteria, analyze and evaluate methods for preparing and presenting art
Compare and contrast viewing and experiencing collections and exhibitions in different venues
Respond Explain how the method of display, the location, and the experience of an artwork influence how it is perceived and valued
Analyze multiple ways that images influence specific audiences
Interpret art by analyzing art-making approaches, the characteristics of form and structure, relevant contextual information, subject matter, and use of media to identify ideas and mood conveyed
Compare and explain the difference between an evaluation of an artwork based on personal criteria and an evaluation of an artwork based on a set of established criteria
Connect Individually or collaboratively create visual documentation of places and times in which people gather to make and experience art or design in the community
Analyze how response to art is influenced by understanding the time and place in which it was created, the available resources, and cultural uses
Create Generate rhythmic, melodic, and harmonic phrases and variations over harmonic accompaniments within AB, ABA, or theme and variation forms that convey expressive intent
Select, organize, develop, and document personal musical ideas for arrangements, songs, and compositions within AB, ABA, or theme and variation forms that demonstrate unity and variety and convey expressive intent
Use standard notation and/or audio visual recording to document personal simple rhythmic phrases, melodic phrases, and harmonic sequences
Evaluate one’s own work, applying selected criteria such as appropriate application of elements of music including style, form, and use of sound sources
Describe the rationale for making revisions to the music based on evaluation criteria and feedback from others (teacher and peers)
Present the final version of one’s documented personal composition, song, or arrangement using craftsmanship and originality to demonstrate unity and variety, and convey expressive intent
Perform Compare the structure of contrasting pieces of music selected for performance, explaining how the elements of music are used in each
When analyzing selected music in treble and bass clef, read, identify, and perform standard symbols for rhythm, pitch, articulation, dynamics, tempo, form, and harmonic progression
Identify how cultural and historical context inform performances and result in different music interpretations
Perform contrasting pieces of music demonstrating their interpretations of the elements of music and expressive qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing) convey intent
Identify and apply collaboratively-developed criteria (such as demonstrating correct interpretation of notation, technical skill of performer, originality, emotional impact, and interest) to rehearse, refine, and determine when the music is ready to perform
Perform music with technical accuracy and stylistic expression to convey the creator’s intent
Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, and context
Respond Select or choose contrasting music to listen to and compare the connections to specific interests or experiences for a specific purpose
Demonstrate and explain how responses to music are informed by the structure, the use of elements of music, and context (such and social and cultural)
Identify and compare the context of music from a variety of genres, cultures, and historical periods
Describe a personal interpretation of contrasting works and explain how creators’ and performers’ application of the elements of music and expressive qualities, within genres, cultures, and historical periods, convey expressive intent
Select from 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 Analyze and Communicate strategic thinking in a variety of team-oriented games and activities
Work cooperatively to apply strategies in team activities
Health & Fitness Engage in areobic physical activity in a variety of individual and team-oriented games and activities
Identify the components of health-related fitness and strategies/skills to improve in all areas/components. Implement strategies and reflect on one’s progress over time
Establish, measure, and monitor a self-selected physical activity goal for health and skill related components of fitness (i.e. FITT formula, activity log)
Identify the major muscle groups used in a variety of physical activities and describe how muscles work in pairs to create movement
Identify healthy and unhealthy foods in each basic food group, compare and contrast their nutritional values, and cite evidence when explaining the importance of selecting appropriate servings and portions
Explain the importance of being physically active throughout one’s life span and how an active life style can reduces the risk of chronic desease
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
Create an appropriate routine of stretching, warm-up, and cool-down activities
Attitude & Behavior Exhibit responsible personal and social behavior that respects self and others
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