Grade 5

Reading Foundations

​Phonics and Word RecognitionLA.5.RF.1  Use letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read unfamiliar multisyllabic words both in and out of context (RF.5.3)FluencyLA.5.RF.2 Read on-level text with purpose and understanding; read on-level prose and poetry orally with accuracy, appropriate rate, and expression (RF.5.4a-b)LA.5.RF.3 Use context to confirm or self-correct word recognition and understanding, rereading as necessary (RF.5.4c)LA.5.RF.4 Use silent reading strategies

Reading Literature

​Key Ideas and DetailsLA.5.RL.1 Quote from the text when explaining what the text says explicitly and when drawing inferences  (RL.5.1)LA.5.RL.2 Determine a theme of a story, drama, or poem from details in the text, including how characters respond to challenges or how the speaker reflects upon a topic; summarize the text (RL.5.2)LA.5.RL.3 Compare and contrast two or more characters, settings, or events in a story or drama (RL.5.3)LA.5.RL.4 Skim for an overview; scan to find specific informationCraft and StructureLA.5.RL.5 Determine the meaning of words and phrases in context, including figurative language such as metaphors and similes (RL.5.4)LA.5.RL.6 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama,or poem (RL.5.5)LA.5.RL.7 Explain how a narrator’s or speaker’s point of view influences how events are described (RL.5.6)Integration of Knowledge and IdeasLA.5.RL.8 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (RL.5.7)LA.5.RL.9 Compare and contrast stories in the same genre with respect to  their treatment of similar themes and topics (RL.5.9)LA.5.RL.10 Make connections between a text and personal life experiences and other textsLA.5.RL.11 Select literature that reflects the teachings in God’s WordRange of Reading and Level of Text ComplexityLA.5.RL.12 Read and comprehend stories, drama, and poetry of appropriate complexity, independently and proficiently (RL.5.10)LA.5.RL.13 Self-monitor reading strategies and make modifications as neededLA.5.RL.14 Read literature for pleasure, personal growth, and spiritual development

Reading Informational Text

​Key Ideas and DetailsLA.5.RI.1 Quote from the text when explaining what the text says explicitly and when drawing inferences  (RI.5.1)LA.5.RI.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text (RI.5.2)LA.5.RI.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text (RI.5.3)LA.5.RI.4 Skim for an overview; scan to find specific informationCraft and StructureLA.5.RL.5 Determine the meaning of content-specific words and phrases (RI.5.4)LA.5.RI.6 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts  (RI.5.5)LA.5.RI.7 Analyze multiple accounts of the same event or topic, noting point of view similarities and differences (RI.5.6)Integration of Knowledge and IdeasLA.5.RI.8 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question  or to solve a problem (RI.5.7)LA.5.RI.9 Explain how an author uses reasons and evidence to support particular ideas, identifying which reasons and evidence support specific ideas (RI.5.8)LA.5.RI.10 Integrate information from several texts on the same topic in order to write or speak about the subject (RI.5.9)LA.5.RI.11 Select informational text that affirms the teachings in God’s WordRange of Reading and Level of Text ComplexityLA.5.RI.12 Read and comprehend literary nonfiction (e.g., history/social studies, science, technical texts) of appropriate complexity independently and proficiently (RI.5.10)LA.5.RI.13 Self-monitor reading strategies and make modifications as neededLA.5.RI.14 Read literary non-fiction for personal growth and spiritual development

Grade 5

WRITING (includes handwriting)

​Text Types and PurposesLA.5.W.1 Write opinion pieces on topics or texts that include: an introduction; a point of view with reasons and well-organized information; linking words, phrases, and clauses (e.g., consequently, specifically); and a conclusion (W.5.1)LA.5.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information that include: an introduction with a general observation and focus; well-organized supporting details (e.g., facts, definitions, quotations, examples); precise language and content-specific vocabulary; ideas linked within/across categories using words and phrases (e.g., in contrast, especially); formatting (e.g., headings); illustrations and multimedia when useful; and a conclusion (W.5.2)LA.5.W.3 Write narratives to develop real or imagined experiences or events that include: effective techniques (e.g., dialogue, description, pacing), sensory details, transitions, clear event sequences, a specific situation, a narrator and/or characters, and a conclusion (W.5.3)LA.5.W.4 Produce writing that honors God and affirms the principles in His WordProduction and Distribution of WritingLA.5.W.5 Produce clear and coherent writing in which the development and organization(e.g., chronological, cause and effect, comparison and contrast, problem and solution) are appropriate to task, purpose, and audience (W.5.4)LA.5.W.6 With adult and peer support, develop and strengthen writing by planning, revising, editing, rewriting or trying a different approach (W.5.5)LA.5.W.7 With support, use technology, including the Internet, to produce  and publish writing (using grade-appropriate keyboarding skills), as well as to interact and collaborate (W.5.6)LA.5.W.8 Apply common conventions of handwritingResearch to Build and Present KnowledgeLA.5.W.9 Conduct short research projects  that use several sources to build knowledge through investigation of different aspects of a topic (W.5.7)LA.5.W.10 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information, in notes and finished work, and list sources (W.5.8)LA.5.W.11 Draw evidence from literary or informational texts to support analysis, reflection, and research (W.5.9)Range of WritingLA.5.W.12 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences (W.5.10)

Grade 5

Speaking and Listening

​Comprehension and CollaborationLA.5.SL.1 Engage in collaborative discussions in diverse groups, extending others’ ideas and expressing one’s own with clarity: prepare and use required reading material; follow agreed-upon rules and carry out assigned roles; pose and respond to specific questions; review key ideas and draw conclusions (SL.5.1)LA.5.SL.2 Summarize a written text read aloud or information presented in diverse media and formats (e.g., visually, quantitatively, orally) (SL.5.2)LA.5.SL.3 Summarize a speaker’s points and explain how each claim is supported by reasons and evidence (SL.5.3)Presentation of Knowledge and IdeasLA.5.SL.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace (SL.5.4)LA.5.SL.5 Use digital media for presentations when appropriate (SL.5.5)LA.5.SL.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation (SL.5.6)LA.5.SL.7 Demonstrate reverence to God when speaking and listening

Grade 5

LANGUAGE (includes grammar and spelling)

​Conventions of Standard EnglishLA.5.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: explain the function of conjunctions, prepositions, and interjections in general and in particular sentences; use verb tenses correctly, including the perfect verb tenses; use correlative conjunctions (e.g., either/or; neither/nor) (L.5.1)LA.5.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: use punctuation to separate items in a series; use a comma to separate introductory elements, to set off the words yes and no, to set off a tag question, and to indicate direct address; use underlining, quotation marks, or italics to indicate titles of works; spell grade-appropriate words, consulting references as needed (L.5.2)Knowledge of LanguageLA.5.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening: expand, combine, and reduce sentences for meaning, reader/listener interest, and style; compare and contrast the varieties of English used in stories, dramas, or poems (L.5.3)Vocabulary Acquisition and UseLA.5.L.4 Determine the meaning of unknown and multiple-meaning words and phrases, choosing from a range of strategies: use context (e.g., cause/effect relationships and comparison) and grade-appropriate Greek and Latin affixes and roots (e.g., photograph, photosynthesis) as clues to the meaning of a word or phrase; consult print and digital references for pronunciation and meaning (L.5.4)LA.5.L.5 Demonstrate understanding of word relationships and nuances in word meanings: interpret figurative language, including similes and metaphors in context; explain the meaning of common idioms, adages, and proverbs; use the relationship between particular words (e.g., synonyms, antonyms, homonyms) to better understand each of the words (L.5.5)LA.5.L.6 Acquire and use content-specific words and phrases, including those that signal  contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition) (L.4.6)

Grade 5

Numbers and Operations

​Place Value5.NO.1  Read, write, and compare decimals to the thousandths place using standard, number name, and expanded forms; round decimals to any place (5.NBT.3,4)5.NO.2  Explain patterns in relation to the powers of 10 (5.NBT.1,2)Basic Operations5.NO.3  Multiply multi-digit whole numbers; divide using a two-digit divisor and up to a four-digit dividend; add, subtract, multiply, and divide decimals up to the hundredths place (5.NBT.5,6,7)Fractions / Decimals5.NO.4  Add and subtract fractions and mixed numbers with unlike denominators; multiply a fraction or a whole number by a fraction; divide fractions by whole numbers (5.NF.1,2,3,4,5,6,7)5.NO.5  Simplify fractions to lowest terms

Grade 5

Operations and Algebraic Thinking

​Numerical Expressions5.OAT.1 Write and interpret simple numerical expressions using parentheses, brackets, and braces (5.OA.1,2)Factors5.OAT.2 Determine the least common multiple (LCM) and greatest common factor (GCF) of two numbersPatterns5.OAT.3 Generate, identify the relationship, and graph ordered pairs using numerical patterns with two given rules (5.OA.3)

Grade 5

measurement

​Conversion5.M.1 Convert like units within a given measurement system (e.g., cm to m, m to cm) (5.MD.1)Volume5.M.2 Understand concepts of volume measurement in cubic measure (cm3, in3, ft3) and apply to multiplication and addition (5.MD.3,4,5)Geometric Measurement5.M.3 Know the relationship between radius and diameter

Grade 5

Geometry

​Graphs5.GEO.1 Graph points in the first quadrant of the coordinate plane to solve real-world and mathematical problems (5.G.1,2)Sides / Angles5.GEO.2 Classify two-dimensional figures into categories based on their properties of sides and angles (5.G.3,4)

Grade 5

Data analysis, statistics, anD Probability

​Data5.DSP.1 Use basic operations to solve problems using a line plot to display a data set of measurement in fractions of a unit (halves, fourths, and eighths) (5.MD.2)5.DSP.2 Find the mean, median, mode, and range of a given set of data

Grades 3-5

Physical Sciences

​Matter and Its InteractionsS.3‑5.PS.1 Develop a model to describe that matter is made of particles too small to be seen (e.g., add air to expand a basketball, compress air in a syringe, dissolve sugar in water, evaporate salt water). (5‑PS1‑1)S.3‑5.PS.2 Measure and graph quantities to provide evidence that the total weight of matter is conserved regardless of the type of change (e.g., phase changes, dissolving, mixing) that occurs when heating, cooling, or mixing substances. (5‑PS1‑2)S.3‑5.PS.3 Make observations and measurements to identify materials (e.g., powders, metals, minerals, liquids) based on their properties (e.g., color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, solubility). (5‑PS1‑3)S.3‑5.PS.4 Conduct an investigation to determine whether the mixing of two or more substances results in new substances. (5‑PS1‑4)Motion and Stability: Forces and InteractionsS.3‑5.PS.5 Plan and conduct an investigation to provide evidence of the effects of balanced (e.g., pushing two opposite sides of a box) and unbalanced (e.g., pushing one side of a box) forces on the motion of an object. (3‑PS2‑1)S.3‑5.PS.6 Observe and/or measure an object’s motion to provide evidence that a pattern can be used to predict future motion (e.g., child swinging, ball rolling in a bowl, pendulum). (3‑PS2‑2)S.3‑5.PS.7 Ask questions to determine cause and effect relationships (e.g., distance between objects affects strength of the force, orientation of magnets affect direction of magnetic force) of electric or magnetic interactions between two objects not in contact with each other. (3‑PS2‑3)S.3‑5.PS.8 Define a simple design problem (e.g., constructing a door latch, creating a device to keep two moving objects from touching) that can be solved by applying scientific ideas about magnets. (3‑PS2‑4)S.3‑5.PS.9 Support an argument that the gravitational force exerted by Earth on objects is directed down toward the center of the earth. (5‑PS2‑1)EnergyS.3‑5.PS.10  Use evidence to construct an explanation relating the speed of an object to the energy of that object. (4‑PS3‑1)S.3‑5.PS.11  Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. (4‑PS3‑2)S.3‑5.PS.12  Ask questions and predict outcomes about the changes in energy that occur when objects collide. (4‑PS3‑3)S.3‑5.PS.13  Apply scientific principles to design, test, and refine a device (e.g., electric motor, solar heater) that converts energy from one form to another. (4‑PS3‑4)S.3‑5.PS.14  Use models (e.g., diagrams, flow charts) to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. (5‑PS3‑1)Waves and Their Applications in Technologies for Information TransferS.3‑5.PS.15  Develop a model (e.g., diagrams, analogies, physical models) of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. (4‑PS4‑1)S.3‑5.PS.16  Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. (4‑PS4‑2)S.3‑5.PS.17  Generate and compare multiple solutions (e.g., drum sending codes through sound waves, grid of 1’s and 0’s representing black and white to send information about a picture, Morse code) that use patterns to transfer information. (4‑PS4‑3)

Grades 3-5

Life Sciences

​Molecules to Organisms: Structures and ProcessesS.3‑5.LS.1 Develop models (e.g., drawings, diagrams) to describe that organisms have unique and diverse life cycles but all have birth, growth, reproduction, and death in common. (3‑LS1‑1)S.3‑5.LS.2 Construct an argument that plants and animals have internal and external structures (e.g., thorns, stems, roots, colored petals, heart, stomach, lung, brain, skin) that function to support survival, growth, behavior, and reproduction. (4‑LS1‑1)S.3‑5.LS.3 Use a model to describe systems of information transfer (e.g., nerves, hormones) that animals use to receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. (4‑LS1‑2)S.3‑5.LS.4 Support an argument that plants get the materials they need for growth chiefly from air and water. (5‑LS1‑1)Ecosystems: Interactions, Energy, and DynamicsS.3‑5.LS.5 Construct an argument that some animals form groups that help members survive. (3‑LS2‑1)S.3‑5.LS.6 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. (5‑LS2‑1)Heredity: Inheritance and Variation of TraitsS.3‑5.LS.7  Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. (3‑LS3‑1)S.3‑5.LS.8  Use evidence to support the explanation that traits can be influenced by the environment (e.g., Galapagos finches, peppered moth). (3‑LS3‑2)Life: Origins, Unity, and DiversityS.3‑5.LS.9 Analyze and interpret data (e.g., type, size, distributions) from fossils to provide evidence of the organisms and the environments (e.g., marine fossils on dry land, tropical plant fossils in Arctic areas, fossils of extinct organisms) in which they lived long ago. (3‑LS4‑1)S.3‑5.LS.10 Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing (e.g., plants with larger thorns are less likely to be eaten by predators, animals with better camouflage coloration are more likely to survive and to reproduce). (3‑LS4‑2)S.3‑5.LS.11 Construct an argument with evidence (e.g., needs, characteristics) that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. (3‑LS4‑3)S.3‑5.LS.12 Make a claim about the merit of a plant or animal adaptation in response to an environmental change (e.g., land characteristics, water distribution, temperature, food, other organisms). (3‑LS4‑4)S.3‑5.LS.13 Construct an argument with evidence to support that God has created within living things a pool of variations that allows organisms to adapt to changes in the environment.S.3‑5.LS.14 Apply scientific principles to construct a personal model that explains origins of life on earth and acknowledges God as the Creator.

Grades 3-5

Earth and Space SCIENCES

​Earth’s SystemsS.3‑5.ES.1 Represent data (e.g., average temperature, precipitation, wind direction) in tables and graphical displays to describe typical weather conditions expected during a particular season. (3‑ESS2‑1)S.3‑5.ES.2 Obtain and combine information to describe climates in different regions of the world. (3‑ESS2‑2)S.3‑5.ES.3 Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation (e.g., angle of slope in downhill movement of water, amount of vegetation, speed of wind, relative rate of deposition, cycles of freezing and thawing water, cycles of heating and cooling, volume of water flow). (4‑ESS2‑1)S.3‑5.ES.4 Analyze and interpret data from maps, including topographic maps, to describe patterns of Earth’s features. (4‑ESS2‑2)S.3‑5.ES.5 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact (e.g., influence of ocean on ecosystems, landform shape, climate; influence of the atmosphere on landforms and ecosystems; influence of mountain ranges on winds and clouds). (5‑ESS2‑1)S.3‑5.ES.6 Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. (5‑ESS2‑2)Earth and Human ActivityS.3‑5.ES.7 Make a claim about the merit of a design solution that reduces the impacts of a weather‑related hazard (e.g., barriers to prevent flooding, wind resistant roofs, lightning rods). (3‑ESS3‑1)S.3‑5.ES.8 Obtain and combine information to describe that energy and fuels are derived from natural resources (e.g., wind energy, water behind dams, sunlight, fossil fuels, fissile materials) and their uses affect the environment (e.g., loss of habitat due to dams, surface mining, air pollution). (4‑ESS3‑1)S.3‑5.ES.9 Generate and compare multiple solutions (e.g., earthquake resistant building, monitoring volcanic activity) to reduce the impacts of natural Earth processes on humans. (4‑ESS3‑2)S.3‑5.ES.10 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. (5‑ESS3‑1)Earth’s Place in the UniverseS.3‑5.ES.11 Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. (4‑ESS1‑1)S.3‑5.ES.12 Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from the Earth. (5‑ESS1‑1)S.3‑5.ES.13 Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. (5‑ESS1‑2)

Grades 3-5

Health Sciences

​Health Promotion and Disease PreventionS.3‑5.HS.1 Make observations to construct an evidence‑based link between healthy behaviors and personal health.S.3‑5.HS.2 Construct an argument that spiritual, emotional, intellectual, physical, and social health are interrelated and dependent on one another.S.3‑5.HS.3 Analyze patterns of accidental injuries in different locations; develop a specific action plan designed to reduce accidents; evaluate the success of the plan.S.3‑5.HS.4 Develop a model that demonstrates effective verbal and nonverbal communication skills to enhance health and reduce health risks.S.3‑5.HS.5 Use scientific evidence to develop a family health plan designed to strengthen and enhance personal health.Health ResourcesS.3‑5.HS.6 Analyze and communicate the reliability of health information, products, and local services.Healthy Lifestyle ChoicesS.3‑5.HS.7 Construct a model that illustrates the various influences that impact personal health.S.3‑5.HS.8 Conduct an investigation to evaluate the accuracy/influence of the media on health.S.3‑5.HS.9 Construct a model that demonstrates the ability to use decision‑making skills to enhance health.S.3‑5.HS.10 Select a personal health goal, evaluate health resources to develop and implement a plan aimed at achieving the goal, and monitor progress toward the goal.S.3‑5.HS.11 Gather, synthesize, and present information from the Bible about God’s plan for healthy living.

Grades 3-5

Engineering, Technology, and Applications of Science

​Engineering DesignS.3‑5.ET.1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.  (3‑5‑ETS1‑1)S.3‑5.ET.2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.  (3‑5‑ETS1‑2)S.3‑5.ET.3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.  (3‑5‑ETS1‑3)

Grades 5-8

1. CULTURE

​CultureSS.5-8.C.1 Explain “culture” as it refers to the socially transmitted behaviors, beliefs, values, traditions, institutions, and ways of living together of a group of people. (KM 1.1)SS.5-8.C.2 Define concepts such as beliefs, values, institutions, cohesion, diversity, accommodation, adaptation, assimilation, and dissonance. (KM 1.2)• Ask and find answers to questions related to culture. (PM 1.1)SS.5-8.C.3 Find evidence(s) of how culture influences the ways in which human groups solve the problems of daily living. (KM 1.3)• Find, select, organize, and present information to compare various cultures according to specified aspects of culture, such as institutions, language, religion, and the arts. (PM 1.2)SS.5-8.C.4 Describe how the beliefs, values, and behaviors of a culture form an integrated system that helps shape the activities and ways of life that define a culture. (KM 1.4)• Explain how patterns of behavior reflect cultural values and beliefs. (PM 1.5)SS.5-8.C.5 Compare the basic beliefs of the Seventh-day Adventist church with other religions and philosophies.SS.5-8.C.6 Discern how people learn the elements of their culture through interactions with others, and how people learn of other cultures through communication and study. (KM 1.5)• Illustrate the value of both cultural unity and diversity, within and across groups. (PM 1.4)SS.5-8.C.7 Demonstrate respect for people with different religious beliefs, different ages, backgrounds, and ethnicity.SS.5-8.C.8 Prove that culture may change in response to changing needs, concerns, social, political, and geographic conditions. (KM 1.6)• Draw inferences from data about the ways in which given cultures respond to persistent human issues and how culture influences those responses. (PM 1.7)SS.5-8.C.9 Explain how people from different cultures develop different values and ways of interpreting experience. (KM 1.7)• Show how data and experiences may be interpreted differently by people from diverse cultural perspectives and frames of reference. (PM 1.3)SS.5-8.C.10 Analyze how language, behaviors, and beliefs of different cultures can both contribute to and pose barriers to cross-cultural understanding. (KM 1.8)• Illustrate how holding diverse values and beliefs can contribute or pose obstacles to cross-cultural understanding. (PM 1.6)SS.5-8.C.11 Identify the influence of Seventh-day Adventist heritage on culture.

Grades 5-8

2. TIME, CONTINUITY, AND CHANGE

​Time Continuity, and ChangeSS.5-8.TCC.1 Explain how the study of the past provides a representation of the history of communities, nations, and the world. (KM 2.1)SS.5-8.TCC.2 Define the concepts: chronology, causality, change, conflict, complexity, multiple perspectives, primary and secondary sources, and cause and effect. (KM 2.2)• Identify and use a variety of primary and secondary sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos, and other sources. (PM 2.2)SS.5-8.TCC.3 Cite evidence that learning about the past requires the interpretation of sources and that using varied sources provides the potential for a more balanced interpretive record of the past. (KM 2.3)SS.5-8.TCC.4 Using the Bible and the Spirit of Prophecy, trace the great controversy throughout history.SS.5-8.TCC.5 Demonstrate that historical interpretations of the same event may differ on the basis of such factors as conflicting evidence from varied sources, national or cultural perspectives, and the point of view of the researcher. (KM 2.4)• Research and analyze past periods, events and issues, using a variety of primary sources as well as secondary sources; validate and weigh evidence for claims, and evaluate the usefulness and degree of reliability of sources to develop a supportable interpretation. (PM 2.3)SS.5-8.TCC.6 Analyze key historical periods and patterns of change within and across cultures. (KM 2.5)• Formulate questions about topics in history, predict possible answers, and use historical methods of inquiry and literacy skills to locate, organize, analyze, and interpret sources, and present supported findings. (PM 2.1)SS.5-8.TCC.7 Discuss the aftermath of the Great Disappointment and the gift of prophecy given to Ellen White.SS.5-8.TCC.8 Outline the origins and influences of social, cultural, political, and economic systems. (KM 2.6)SS.5-8.TCC.9 Compare and contrast the influences of social, geographic, economic, and cultural factors on the history of local areas, states, nations, and the world. (KM 2.9)• Evaluate the impact of the values, beliefs, and institutions of people in the past on important historical decisions and developments of their times. (PM 2.4)SS.5-8.TCC.10 Identify the accomplishments of Seventh-day Adventists in history.SS.5-8.TCC.11 Outline the efforts and influence of Seventh-day Adventist missionaries.SS.5-8.TCC.12 Elaborate on the contributions of key persons, groups, and events from the past and their influence on the present. (KM 2.7)• Evaluate the impact of the values, beliefs, and institutions of people in the past on important historical decisions and developments of their times. (PM 2.4)SS.5-8.TCC.13 Investigate the history of democratic ideals and principles and how they are represented in documents, artifacts, and symbols. (KM 2.8)• Use methods of historical inquiry to make informed decisions as responsible citizens to propose policies and take action on an important current issue. (PM 2.5)SS.5-8.TCC.14 Study the prophetic outlines of Daniel and the Revelation.

Grades 5-8

3. PEOPLE, PLACES, AND ENVIRONMENTS

​People, Places, and EnvironmentsSS.5-8.PPE.1 Examine how the theme of people, places, and environments involves the study of the relationships between human populations in different locations and geographic phenomena such as climate, vegetation, and natural resources. (KM 3.1)SS.5-8.PPE.2 Scrutinize the effects of sin on the environment.SS.5-8.PPE.3 Describe concepts such as: location, region, place, and migration, as well as human and physical systems. (KM 3.2)• Ask and find answers to geographic questions related to regions, nations, and the world in the past and present. (PM 3.1)SS.5-8.PPE.4 Compare and contrast past and present changes in physical systems such as seasons, climate, weather, and the water cycle in both national and global contexts. (KM 3.3)• Acquire, organize, and analyze information and use geographic tools to draw conclusions about environmental changes. (PM 3.3)SS.5-8.PPE.5 Investigate how the concept of regions identifies the links between people in different locations according to specific criteria. (KM 3.5)SS.5-8.PPE.6 Illustrate patterns of demographic and political change and cultural diffusion in the past and present. (KM 3.6)SS.5-8.PPE.7 Summarize factors that contribute to cooperation and conflict among peoples of the nation and the world including language, religion, and political beliefs. (KM 3.8)• Identify and interpret “push” and “pull” factors involved in the migrations of people in this nation and other parts of the world. (PM 3.5)SS.5-8.PPE.8 Discuss human modifications of the environment. (KM 3.7)• Evaluate the consequences of human actions in environmental terms. (PM 3.6)SS.5-8.PPE.9 Compare and contrast the effects of sin on the environment.SS.5-8.PPE.10 Analyze the roles of different kinds of population centers in a region or nation. (KM 3.4)SS.5-8.PPE.11 Utilize a variety of maps, globes, graphic representations, and geospatial technologies to help investigate the relationships among people, places, and environments. (KM 3.9)• Research, organize, analyze, synthesize, and evaluate information from atlases, data bases, grid systems, charts, graphs, maps, geospatial technologies, and other tools to interpret relationships among geographic factors and historic events. (PM 3.2)• Calculate distance, scale, and area to inform study of historic or current national and global environments. (PM 3.4)SS.5-8.PPE.12 Discuss the Christian’s responsibility for the Earth’s environment and its resources.

Grades 5-8

4. INDIVIDUAL DEVELOPMENT AND IDENTITY

​Individual Development and IdentitySS.5-8.IDI.1 Elaborate on how the study of individual development and identity helps us know that individuals change physically, cognitively, and emotionally over time. (KM 4.1)SS.5-8.IDI.2 Achieve a balance in work and leisure which encompasses physical, mental, emotional, social and spiritual activities.SS.5-8.IDI.3 Define and describe concepts such as development, change, personality, learning, individual, family, groups, motivation, and perception. (KM 4.2)• Ask and find answers to questions about how individual identity forms and changes. (PM 4.1)• Examine the relationship between individual identity and social, cultural, and historical contexts. (PM 4.2)SS.5-8.IDI.4 Analyze how factors such as physical endowment, interests, capabilities, learning, motivation, personality, perception, and beliefs influence individual development and identity. (KM 4.3)SS.5-8.IDI.5 Recognize the role of useful work in personal development and maintaining self-worth.• Describe ways in which family, gender, ethnicity, nationality, and institutional affiliations contribute to individual development and personal identity. (PM 4.3)SS.5-8.IDI.6 Determine how personal, social, cultural, and environmental factors contribute to the development and the growth of personal identity. (KM 4.4)SS.5-8.IDI.7 Embrace and cultivate a personal relationship with Christ.• Examine the impact of conformity and altruism on identity. (PM 4.4)SS.5-8.IDI.8 Discuss how individuals’ choices influence identity and development. (KM 4.5)SS.5-8.IDI.9 Identify the qualities that make individuals unique and equip them for a place in God’s overall plan.• Identify the relationship between individual qualities and career or professional choices. (PM 4.7)SS.5-8.IDI.10 Justify that perceptions are interpretations of information about individuals and events and can be influenced by bias and stereotypes. (KM 4.6)• Identify biases that can influence a person’s perceptions of other individuals including individuals belonging to groups with different physical, social, or cultural characteristics. (PM 4.5)SS.5-8.IDI.11 Develop a respect for others including senior citizens and individuals with disabilities.• Describe the influence of perception, attitudes, values, and beliefs on identity and the interactions of peoples across time and space. (PM 4.6)

Grades 5-8

5. INDIVIDUALS, GROUPS, AND INSTITUTIONS

​Individuals, Groups, and InstitutionsSS.5-8.IGI.1 Explain how this theme helps us know how individuals are members of groups and institutions and influence and shape those groups and institutions. (KM 5.1)SS.5-8.IGI.2 Define concepts such as mores, norms, status, role, socialization, ethnocentrism, cultural diffusion, competition, cooperation, conflict, race, ethnicity, and gender. (KM 5.2)• Investigate the roles of individuals, groups and institutions, and the various forms that groups and institutions take. (PM 4.1)• Gather information about groups and institutions using such tools as surveys and interviews. (PM 4.8)SS.5-8.IGI.3 Determine how institutions are created to respond to changing individual and group needs. (KM 5.3)SS.5-8.IGI.4 Identify ways that Seventh-day Adventist organizations work to improve life in communities.• Scrutinize conflicts between expressions of individuality and group conformity. (PM 4.5)SS.5-8.IGI.5 Express ways in which young people are socialized which include similarities as well as differences across cultures. (KM 5.4)• Analyze the effects of interactions between and among individuals, groups, and institutions. (PM 4.2)SS.5-8.IGI.6 Investigate how groups and institutions change over time. (KM 5.5)SS.5-8.IGI.7 Assess how cultural diffusion occurs when groups migrate. (KM 5.6)• Analyze the role of institutions in furthering both continuity and change. (PM 4.6)SS.5-8.IGI.8 Discuss the influence of women and ethnic groups in the growth of the Seventh-day Adventist church.SS.5-8.IGI.9 Demonstrate how institutions may promote or undermine social conformity. (KM 5.7)• Provide examples of tensions between belief systems and governmental actions and policies. (PM 4.4)SS.5-8.IGI.10 Explain that when two or more groups with differing norms and beliefs interact accommodation or conflict may result. (KM 5.8)• Identify and analyze the impact of tensions between and among individuals, groups, and institutions. (PM 4.3)SS.5-8.IGI.11 Critique how groups and institutions influence culture in a variety of ways. (KM 5.9)• Evaluate how groups and institutions work to meet individual needs and promote or fail to promote the common good. (PM 4.7)SS.5-8.IGI.12 Participate in age appropriate outreach and service projects.

Grades 5-8

6. POWER, AUTHORITY, AND GOVERNANCE

​Power, Authority, and GovernanceSS.K-4.PAG.1 Justify how rules and laws can serve to support order and protect individual rights. (KE 6.1)SS.K-4.PAG.2 Identify the basic elements of government in the United States: executive, legislative, and judicial authority. (KE 6.4)SS.K-4.PAG.3 Describe the structure and organization of the Seventh-day Adventist church.• Ask and find answers to questions about power, authority, and governance in the school, community, and state. (PE 6.1)SS.K-4.PAG.4 Give examples of people who have the authority to make and enforce rules.SS.K-4.PAG.5 Identify fundamental ideas that are the foundation of American constitutional democracy, including those of the U. S. Constitution, the rule of law, separation of powers, checks and balances, minority rights, and the separation of church and state. (KE 6.2)SS.K-4.PAG.6 Show how the Ten Commandments relate to governmental laws.SS.K-4.PAG.7 Describe fundamental values of democracy: the common good, liberty, justice, equality, and individual dignity. (KE 6.3)• Examine issues involving the rights and responsibilities of individuals and groups in relation to the broader society. (PE 6.2)• Examine issues involving the richness of unity and diversity as well as conflicts related to unity and diversity. (PE 6.3)SS.K-4.PAG.8 Exhibit tolerance and respect for individuals with different beliefs and viewpoints.SS.K-4.PAG.9 Explain the ways in which governments meet the needs and wants of citizens. (KE 6.5)• Analyze conditions and actions related to power, authority, and governance that contribute to conflict and cooperation among groups and nations or detract from cooperation. (PE 6.4)SS.K-4.PAG.10 Identify how God has ultimate control and protection over human affairs, and discuss the ways He has led in the past.

Grades 5-8

7. PRODUCTION, DISTRIBUTION, AND CONSUMPTION

​Production, Distribution, and ConsumptionSS.5-8.PDC.1 Examine why individuals, government, and society experience scarcity because human wants and needs exceed what can be produced from available resources. (KM 7.1)• Analyze methods for allocating scarce goods and services at the state, national, and global levels, and describe the possible impacts of these choices. (PM 7.3)SS.5-8.PDC.2 Examine the efforts of the Seventh-day Adventist church to alleviate social problems.SS.5-8.PDC.3 Compare and contrast how choices involve trading off the expected value of one opportunity gained against the expected value of the best alternative. (KM 7.2)SS.5-8.PDC.4 Evaluate how the economic choices that people make have both present and future consequences. (KM 7.3)SS.5-8.PDC.5 Justify how economic incentives affect people’s behavior and may be regulated by rules or laws. (KM 7.4)• Compare an individual’s economic decisions with those of others, and consider the wider consequences of those decisions for groups, communities, the nation, and beyond. (PM 7.2)SS.5-8.PDC.6 Practice responsible stewardship which includes returning tithe and gifts to God, saving money, helping others, and planning for future purchases.SS.5-8.PDC.7 Illustrate how banks and other financial institutions channel funds from savers to borrowers and investors. (KM 7.5)• Describe the role that financial institutions play among savers, borrowers, and investors. (PM 7.4)SS.5-8.PDC.8 Explain the economic gains that result from specialization and exchange as well as the trade-offs. (KM 7.6)• Gather and analyze data on economic issues, and use critical thinking in making recommendations on economic policies. (PM 7.6)SS.5-8.PDC.9 Interpret how markets bring buyers and sellers together to exchange goods and services. (KM 7.7)SS.5-8.PDC.10 Evaluate how goods and services are allocated in a market economy through the influence of prices on decisions about production and consumption. (KM 7.8)• Investigate the production and distribution of goods and services in the state, nation, and in a global context. (PM 7.1)SS.5-8.PDC.11 Analyze how levels of income, employment, and prices are determined by the interaction of households, firms, and the government. (KM 7.9)• Estimate the effects of inflation on future earnings based on current plans for education, training, and career options. (PM 7.5)

Grades 5-8

8. SCIENCE, TECHNOLOGY, AND SOCIETY

​Science, Technology, and SocietySS.5-8.STS.1 Discuss how science is a result of empirical study of the natural world and that  technology is the application of knowledge to accomplish tasks. (KM 8.1)SS.5-8.STS.2 Develop a logical argument that there are gaps in access to science and technology around the world. (KM 8.10)• Select, organize, evaluate, and communicate information about the impact of science or technology on a society today or in the past. (PM 8.5)SS.5-8.STS.3 Investigate how society often turns to science and technology to solve problems. (KM 8.2)SS.5-8.STS.4 Give evidence of how our lives today are media and technology dependent. (KM 8.3)SS.5-8.STS.5 Compare and contrast how science and technology have had both positive and negative impacts upon individuals, societies, and the environment in the past and present. (KM 8.4)• Ask and find answers to questions about the ways in which science and technology affect people’s lives today in different places, and have done so in the past. (PM 8.1)SS.5-8.STS.6 Understand the healthy benefits of time management and practice self-control when using technology.SS.5-8.STS.7 Analyze how science and technology have changed people’s perceptions of the social and natural world as well as their relationship to the land, economy and trade, their concept of security, and their major daily activities. (KM 8.5)• Use diverse types of media technology to read, write, create, and review a variety of messages. (PM 8.2)SS.5-8.STS.8 Use a variety of media and formats within digital environments to communicate ideas with authentic audiences, and engage in faith-based activities.• Review sources to identify the purposes, points of view, biases, and intended audiences of reports and discussions of science and technology. (PM 8.4)SS.5-8.STS.9 Validate how values, beliefs, and attitudes have been influenced by new scientific and technological knowledge. (KM 8.6)SS.5-8.STS.10 Recognize how a Christian uses technology as a responsible citizen.SS.5-8.STS.11 Cite evidence of how media are created, received, and are dependent upon cultural contexts. (KM 8.7)• Seek and evaluate varied perspectives when weighing how specific applications of science and technology have impacted individuals and society. (PM 8.3)SS.5-8.STS.12 Analyze how science and technology sometimes create ethical issues that test our standards and values. (KM 8.8)SS.5-8.STS.13 Detail the need for laws and policies to govern scientific and technological applications. (KM 8.9)• Use scientific findings and forms of technology to formulate possible solutions to real-life issues and problems, and predict outcomes. (PM 8.6)SS.5-8.STS.14 Design a project using technology to serve the church and community.

Grades 5-8

9. GLOBAL CONNECTIONS

​Global ConnectionsSS.5-8.GC.1 Outline how global connections have existed in the past and increased rapidly in current times. (KM 9.1)• Ask and find answers to questions about the ways in which people and societies are connected globally today and were connected in the past. (PM 9.1)• Use maps, charts, and databases to explore patterns and predict trends regarding global connections at the community, state, or national level. (PM 9.2)SS.5-8.GC.2 Verify that global factors such as cultural, economic, and political connections are changing the places in which people live. (KM 9.2)• Describe and explain the relationships and tensions between national sovereignty and global interests in such matters as territorial rights, natural resources, trade, the different uses of technology, and the welfare of people. (PM 9.7)SS.5-8.GC.3 Investigate how spatial relationships, that relate to ongoing global issues, affect the health and well-being of Earth and its inhabitants. (KM 9.3)• Explore the causes, consequences, and possible solutions related to persistent, current, and emerging global issues such as health, resource allocation, economic development, and environmental quality. (PM 9.6)SS.5-8.GC.4 Point out how global problems and possibilities are not generally caused or developed by any one nation. (KM 9.4)SS.5-8.GC.5 Indicate how global connections may make cultures more alike or increase their sense of distinctiveness. (KM 9.5)• Investigate and explain the ways in which aspects of culture, such as language, beliefs, and traditions, may facilitate understanding, or lead to misunderstanding between cultures. (PM 9.3)• Describe and analyze the effects of changing technologies on global connectivity. (PM 9.5)SS.5-8.GC.6 Explain how universal human rights cut across cultures but are not necessarily understood in the same way in all cultures. (KM 9.6)• Analyze examples of conflict, cooperation, and interdependence among groups, communities, regions, societies, and nations. (PM 9.4)SS.5-8.GC.7 Discuss and analyze the unique message and mission of the Seventh-day Adventist church.SS.5-8.GC.8 Demonstrate an understanding of current world missions of the Seventh-day Adventist church.

Grades 5-8

10. CIVIC IDEALS AND PRACTICES

​Civic Ideals and PracticesSS.5-8.CIP.1 Discuss how the theme of civic ideals and practices helps us to learn about and know how to work for the betterment of society. (KM 10.1)SS.5-8.CIP.2 Define individual dignity, liberty, justice, equality, individual rights, responsibility, majority and minority rights, and civil dissent. (KM 10.2)• Ask and find answers to questions about how to become informed and take civic action. (PM 10.1)SS.5-8.CIP.3 Summarize key practices involving the rights and responsibilities of citizenship and the exercise of citizenship. (KM 10.3)• Identify and describe the role of a citizen in various forms of government past and present. (PM 10.2)SS.5-8.CIP.4 Examine the common good and the rule of law. (KM 10.4)• Analyze and evaluate the effectiveness of various forms of civic action influencing public policy decisions that address the realization of civic ideals. (PM 10.3)SS.5-8.CIP.5 Interpret key documents and excerpts from key sources that define and support democratic ideals and practices. (KM 10.5)• Build background through research in primary and secondary sources, make decisions, and propose solutions to address problems. (PM 10.4)• Identify assumptions, misconceptions, and bias in sources, evidence, and arguments used in presenting issues and positions. (PM 10.5)• Identify, seek, describe, and evaluate multiple points of view about selected issues, and note the strengths, weaknesses, and consequences associated with holding each position. (PM 10.6)SS.5-8.CIP.6 Identify the origins and function of major institutions and practices developed to support democratic ideals and practices. (KM 10.6)• Evaluate the degree to which public policies and citizen behaviors reflect or foster stated democratic ideals. (PM 10.9)SS.5-8.CIP.7 Debate key past and present issues involving democratic ideals and practices as well as the perspectives of various stakeholders in proposing possible solutions to these issues. (KM 10.7)• Evaluate the significance of public opinion and positions of policymakers in influencing public policy development and decision-making. (PM 10.8)SS.5-8.CIP.8 Discuss the importance of becoming informed in order to make positive civic contributions. (KM 10.8)• Develop a position on a public policy issue and defend it with evidence. (PM 10.7)• Participate in the process of persuading, compromising, debating, and negotiating in the resolution of conflicts and differences. (PM 10.10)SS.5-8.CIP.9 Compare religious freedom in various parts of the world.