Grade 6

Reading Foundations

​FluencyLA.6.RF.1 Read orally, demonstrating understanding of the material and awareness of the audienceLA.6.RF.2 Adapt pace and reading techniques for different purposes in oral and silent reading

Reading Literature

​Key Ideas and DetailsLA.6.RL.1 Cite textual evidence to support analysis of what the text says both explicitly and implicitly (RL.6.1)LA.6.RL.2 Determine the theme and how it is conveyed through details in the text; provide a summary of the text distinct from personal opinions (RL.6.2)LA.6.RL.3 Describe how a plot unfolds and how the characters respond as the plot progresses (RL.6.3)Craft and StructureLA.6.RL.4 Determine the meaning of words and phrases in context, including figurative and connotative meanings; analyze the impact of word choice on meaning and tone (RL.6.4)LA.6.RL.5 Analyze how a sentence, chapter, scene, or stanza fits into the structure of a text and contributes to the development of the theme, setting, or plot (RL.6.5)LA.6.RL.6 Explain how an author develops the point of view of the narrator (RL.6.6)Integration of Knowledge and IdeasLA.6.RL.7 Compare and contrast the experience of reading print versions with listening to or viewing multimedia versions of the same text (RL.6.7)LA.6.RL.8 Compare and contrast texts in different genres in terms of their approaches to similar themes and topics (RL.6.9)LA.6.RL.9 Make connections between a text and personal life experiences, other texts, and the worldLA.6.RL.10 Select literature that reflects the principles of God’s WordRange of Reading and Level of Text ComplexityLA.6.RL.11 Read and comprehend literature of appropriate complexity, independently and proficiently (RL.6.10)LA.6.RL.12 Self-monitor reading strategies and make modifications as neededLA.6.RL.13 Read literature for pleasure, personal growth, and spiritual development

Reading Informational Text

​Key Ideas and DetailsLA.6.RI.1 Cite textual evidence to support analysis of what the text says both explicitly and implicitly (RI.6.1)LA.6.RI.2 Determine the main idea and how it is conveyed through details in the text; provide a summary of the text distinct from personal opinions (RI.6.2)LA.6.RI.3 Analyze how a key individual, event, or idea is introduced, illustrated, and developed (e.g., through examples or anecdotes) (RI.6.3)Craft and StructureLA.6.RI.4 Determine the meaning of words and phrases in context, including figurative, connotative, and technical meanings (RI.6.4)LA.6.RI.5 Analyze how a sentence, paragraph, chapter, or section fits into the structure of a text and contributes to the development of the ideas (RI.6.5)LA.6.RI.6 Determine an author’s point of view or purpose and explain how it is conveyed (RI.6.6)Integration of Knowledge and IdeasLA.6.RI.7 Synthesize information presented in different media or formats to develop a coherent understanding of a topic (RI.6.7)LA.6.RI.8 Evaluate the argument and specific claims in a text, identifying those that are supported by reasons and evidence (RI.6.8)LA.6.RI.9 Compare and contrast one author’s presentation of events with that of another  (RI.6.9)LA.6.RI.10 Select informational text that affirms the principles in God’s WordRange of Reading and Level of Text ComplexityLA.6.RI.11 Read and comprehend literary nonfiction of appropriate complexity, independently and proficiently (RI.6.10)LA.6.RI.12 Use a variety of reference and research materials, both print and digitalLA.6.RI.13 Read literary nonfiction for pleasure, personal growth, and spiritual development

Grade 6

WRITING (includes handwriting)

​Text Types and PurposesLA.6.W.1 Write arguments to support claims that include: an introduction; clear reasons validated by well-organized evidence from credible sources; transitional words, phrases, and clauses; style appropriate for the audience; and a conclusion (W.6.1)LA.6.W.2 Write informative/explanatory texts that include: an introduction; analysis of relevant content (e.g., facts, definitions, quotations, examples); transitions and content-specific vocabulary; organizational structure (e.g., definition, classification, comparison/contrast, cause/effect); formatting (e.g., headings); multimedia and graphics (e.g., charts, tables) when useful; style appropriate for the audience; and a conclusion (W.6.2)LA.6.W.3 Write narratives to develop real or imagined experiences or events that include: effective techniques (e.g., dialogue, description, pacing); sensory details; precise words and phrases; transitions to convey shifts in time or setting; well-structured event sequences; a specific context; a narrator and/or characters; and a conclusion (W.6.3)LA.6.W.4 Write for meaning from a Biblical worldviewProduction and Distribution of WritingLA.6.W.5 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience (W.6.4)LA.6.W.6 With adult and peer support, develop and strengthen writing by planning, revising, editing, rewriting, or trying a different approach (W.6.5)LA.6.W.7 Use technology, including the Internet, to produce  and publish writing (using grade-appropriate keyboarding skills) as well as to interact and collaborate (W.6.6)Research to Build and Present KnowledgeLA.6.W.8 Conduct short research projects to answer questions, drawing on several sources and refocusing the inquiry when appropriate (W.6.7)LA.6.W.9 Gather relevant information from multiple print and digital sources; assess the credibility of each source; quote or paraphrase the data and conclusions of others while avoiding plagiarism; provide basic bibliographic information for sources (W.6.8)LA.6.W.10 Draw evidence from literary or informational texts to support analysis, reflection, and research (W.6.9)Range of WritingLA.6.W.11 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.6.10)

Grade 6

Speaking and Listening

​Comprehension and CollaborationLA.6.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 and refer to readings during discussion; follow rules for collegial discussions, set goals and deadlines, define roles; ask and respond to specific questions; review key ideas and demonstrate understanding of multiple perspectives through reflection and paraphrasing (SL.6.1)LA.6.SL.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to understanding a topic or text (SL.6.2)LA.6.SL.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence  from those that are not (SL.6.3)Presentation of Knowledge and IdeasLA.6.SL.4 Present claims and findings on an issue or topic, sequencing ideas logically and using pertinent descriptions, facts, and details; use appropriate eye contact, adequate volume, and clear pronunciation (SL.6.4)LA.6.SL.5 Use a variety of media, including digital, for presentations (SL.6.5)LA.6.SL.6 Adapt speech to a variety of contexts and tasks (e.g., debate, drama, interview), demonstrating command of formal English when appropriate (SL.6.6)LA.6.SL.7 Demonstrate reverence to God when speaking and listening

Grade 6

LANGUAGE (includes grammar and spelling)

​Conventions of Standard EnglishLA.6.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking:  use pronouns in the proper case (subjective, objective, possessive), number, and person; use intensive pronouns (e.g., I did it myself); ensure pronoun-antecedent agreement; recognize variations from standard English and use strategies to improve expression if required by context (L.6.1)LA.6.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing:  use punctuation (e.g., commas, parentheses, brackets, dashes, hyphens) to set off nonrestrictive/parenthetical elements; spell correctly (L.6.2)Knowledge of LanguageLA.6.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening:  vary sentence patterns; maintain consistency in style and tone (L.6.3)Vocabulary Acquisition and UseLA.6.L.4 Determine the meaning of unknown and multiple-meaning words and phrases, choosing from a range of strategies: use context and grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word; consult print and digital references for pronunciation, meaning, and part of speech (L.6.4)LA.6.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings: interpret figures of speech (e.g., personification) in context; use the relationship between particular words to understand their meaning; distinguish among the connotations of words with similar definitions (L.6.5)LA.6.L.6 Acquire and use content-specific words and phrases (L.6.6)

Grade 6

Numbers and Operations

​Rational Numbers6.NO.1  Add, subtract, multiply, and divide multi-digit whole numbers and decimals (6.NS.2,3)6.NO.2  Find common factors and multiples (6.NS.4); understand and apply prime factorization and exponents (6.EE.1)6.NO.3  Understand, compare, and order integers; apply integer principles within the four basic operations; graph ordered pairs on a coordinate plane (6.NS.5,6,7,8)6.NO.4  Divide fractions by fractions; express a remainder as a fraction or decimal; convert within fractions, decimals, and percents; convert fractions to terminating, repeating, or rounded decimals (6.NS.1)Ratios / Proportions / Percentages6.NO.5  Understand and apply ratio concepts and use ratio reasoning to solve problems (6.RP.1,2,3)

Grade 6

Operations and Algebraic Thinking

​Expressions and Equations6.OAT.1 Apply basic operations to algebraic expressions; solve and explain one-variable equations and inequalities; identify parts of an expression using mathematical terms (6.EE.1,2,3,4,5,6,7,8)6.OAT.2 Represent, graph, and analyze quantitative relationships between dependent and independent variables (6.EE.9)

Grade 6

measurement

​Elapsed Time6.M.1 Calculate elapsed time

Grade 6

Geometry

​Area / Volume6.GEO.1 Solve real-world and mathematical problems involving area, surface area, and volume (6.G.1,2,3,4)

Grade 6

Data analysis, statistics, anD Probability

​Statistics and Probability6.DSP.1 Develop understanding of statistical variability (6.SP.1,2,3)6.DSP.2 Summarize and describe distributions (6.SP.4,5)

Grades 6-8

Physical Sciences

​Matter and Its InteractionsS.6‑8.PS.1 Develop models (e.g., drawings, 3D ball and stick structures, computer representations) to describe the atomic composition of simple molecules (e.g., ammonia, methanol) and extended structures (e.g., sodium chloride, diamonds). (MS‑PS1‑1)S.6‑8.PS.2 Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction (e.g., burning sugar or steel wool, fat reacting with sodium hydroxide, mixing zinc with hydrogen chloride) has occurred. (MS‑PS1‑2)S.6‑8.PS.3 Gather and make sense of information to describe that synthetic materials come from natural resources and impact society (e.g., new medicines, foods, alternative fuels). (MS‑PS1‑3)S.6‑8.PS.4 Develop a model (e.g., drawings, diagrams) that predicts and describes changes in particle (e.g., molecules, inert atoms) motion, temperature, and state of a pure substance (e.g., water, carbon dioxide, helium) when thermal energy is added or removed. (MS‑PS1‑4)S.6‑8.PS.5 Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. (MS‑PS1‑5)S.6‑8.PS.6 Design, construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. (MS‑PS1‑6)Motion and Stability: Forces and InteractionsS.6‑8.PS.7 Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects (e.g., two cars, car and stationary objects, meteor and space vehicle). (MS‑PS2‑1)S.6‑8.PS.8 Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. (MS‑PS2‑2)S.6‑8.PS.9 Ask questions about data (e.g., effect of the number of turns of wire on the strength of an electromagnet, effect of increasing the number or strength of magnets on speed of an electric motor) to determine the factors that affect the strength of electric and magnetic forces (e.g., electromagnets, electric motors, generators). (MS‑PS2‑3)S.6‑8.PS.10 Construct and present arguments using evidence (e.g., data generated from simulations or digital tools; charts displaying mass, strength of interaction, distance from the Sun, orbital periods of objects within the solar system) to support the claim that gravitational interactions exert attraction and depend on the masses of interacting objects. (MS‑PS2‑4)S.6‑8.PS.11 Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact (e.g., interactions of magnets, electrically‑charged strips of tape, electrically‑charged pith balls). (MS‑PS2‑5)EnergyS.6‑8.PS.12 Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and the speed of an object (e.g., riding a bicycle at different speeds, rolling different sizes of rock downhill, getting hit by a Wiffle® ball versus a tennis ball). (MS‑PS3‑1)S.6‑8.PS.13 Develop a model (e.g., representations, diagrams, pictures, written descriptions) to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system (e.g., the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing direction/orientation of a magnet, balloon with static electrical charge brought close to a classmate’s hair). (MS‑PS3‑2)S.6‑8.PS.14 Apply scientific principles to design, construct, and test a device (e.g., insulated box, solar cooker, Styrofoam® cup) that either minimizes or maximizes thermal energy transfer. (MS‑PS3‑3)S.6‑8.PS.15 Plan an investigation (e.g., comparing final water temperatures after different masses of ice are melted in the same volume of water with the same initial temperature) to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. (MS‑PS3‑4)S.6‑8.PS.16 Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. (MS‑PS3‑5)Waves and Their Applications in Technologies for Information TransferS.6‑8.PS.17 Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. (MS‑PS4‑1)S.6‑8.PS.18 Develop and use a model (e.g., drawings, simulations, written descriptions) to describe that waves are reflected, absorbed, or transmitted through various materials. (MS‑PS4‑2)S.6‑8.PS.19 Integrate qualitative scientific and technical information to support the claim that digitized signals (e.g., fiber optic cable transmits light pulses, radio wave pulses in Wi‑Fi devices, conversion of stored binary patterns to make sound or text on a computer screen) are a more reliable way to encode and transmit information than analog signals. (MS‑PS4‑3)

Grades 6-8

Life Sciences

​Molecules to Organisms: Structures and ProcessesS.6‑8.LS.1 Conduct an investigation to provide evidence that living things are made of cells, either one cell or many different numbers and types of cells. (MS‑LS1‑1)S.6‑8.LS.2 Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.  (MS‑LS1‑2)S.6‑8.LS.3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.  (MS‑LS1‑3)S.6‑8.LS.4 Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors (e.g., nest building, herding, vocalization, colorful plumage) and specialized plant structures (e.g., bright flowers, flower nectar, odors that attract insects that transfer pollen, hard shells on nuts that squirrels bury) affect the probability of successful reproduction of animals and plants respectively.  (MS‑LS1‑4)S.6‑8.LS.5 Construct a scientific explanation based on evidence (e.g., drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, fish growing larger in large ponds) for how environmental (e.g., availability of food, light, space, water) and genetic (e.g., large breed cattle and species of grass affecting growth) factors influence the growth of organisms.  (MS‑LS1‑5)S.6‑8.LS.6 Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.  (MS‑LS1‑6)S.6‑8.LS.7 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.   (MS‑LS1‑7)S.6‑8.LS.8 Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.  (MS‑LS1‑8)Ecosystems: Interactions, Energy, and DynamicsS.6‑8.LS.9 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.  (MS‑LS2‑1)S.6‑8.LS.10 Construct an explanation that predicts patterns of interactions (e.g., competitive, predatory, mutually beneficial) among organisms across multiple ecosystems.  (MS‑LS2‑2)S.6‑8.LS.11 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.  (MS‑LS2‑3)S.6‑8.LS.12 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.  (MS‑LS2‑4)S.6‑8.LS.13 Evaluate competing design solutions (e.g., scientific, economic, social considerations) for maintaining biodiversity and ecosystem services (e.g., water purification, nutrient recycling, soil erosion prevention, habitat enhancement).  (MS‑LS2‑5)Heredity: Inheritance and Variation of TraitsS.6‑8.LS.14 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.  (MS‑LS3‑1)S.6‑8.LS.15 Develop and use a model (e.g., Punnett squares, diagrams, simulations) to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.  (MS‑LS3‑2)Life: Origins, Unity, and DiversityS.6‑8.LS.16 Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth, comparing and contrasting creationist and naturalist perspectives.  (MS‑LS4‑1)S.6‑8.LS.17 Apply scientific principles to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms, comparing and contrasting creationist and naturalist perspectives.  (MS‑LS4‑2)S.6‑8.LS.18 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.  (MS‑LS4‑4)S.6‑8.LS.19 Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.  (MS‑LS4‑5)S.6‑8.LS.20 Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.  (MS‑LS4‑6)S.6‑8.LS.21 Apply scientific principles to construct and share a personal model that explains origins of life on earth and acknowledges God as the Creator.

Grades 6-8

Earth and Space SCIENCES

​Earth’s SystemsS.6‑8.ES.1 Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.  (MS‑ESS2‑1)S.6‑8.ES.2 Construct an explanation based on evidence for how geoscience processes (e.g., surface weathering and deposition by movements of water, ice, and wind) have changed Earth’s surface at varying time and spatial scales (e.g., slow plate motions, uplift of large mountain ranges, rapid landslides, microscopic geochemical reactions). (MS‑ESS2‑2)S.6‑8.ES.3 Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.  (MS‑ESS2‑3)S.6‑8.ES.4 Develop a model (conceptual or physical) to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. (MS‑ESS2‑4)S.6‑8.ES.5 Collect data (e.g., weather maps, diagrams, visualizations, laboratory experiments) to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. (MS‑ESS2‑5)S.6‑8.ES.6 Develop and use a model (e.g., diagrams, maps and globes, digital representations) to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. (MS‑ESS2‑6)Earth and Human ActivityS.6‑8.ES.7 Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the results of past and current geoscience processes (e.g., plate tectonics, the Flood). (MS‑ESS3‑1)S.6‑8.ES.8 Analyze and interpret data (e.g., locations, magnitudes, frequencies) on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. (MS‑ESS3‑2)S.6‑8.ES.9 Apply scientific principles to design a method for monitoring and minimizing a human impact (e.g., water usage, soil usage, pollution) on the environment. (MS‑ESS3‑3)S.6‑8.ES.10 Construct an argument supported by evidence for how increases in human population and per‑capita consumption of natural resources impact Earth’s systems. (MS‑ESS3‑4)S.6‑8.ES.11 Ask questions to clarify evidence (e.g., tables, graphs, maps of global and regional temperatures, atmospheric levels of gases, rates of human activities) of the factors that have caused the rise in global temperatures over the past century (e.g., fossil fuel combustion, cement production, agricultural activity, change in incoming solar radiation, volcanic activity). (MS‑ESS3‑5)Earth’s Place in the UniverseS.6‑8.ES.12 Develop and use a model (physical, graphical, or conceptual) of the Earth‑sun‑moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. (MS‑ESS1‑1)S.6‑8.ES.13 Develop and use a model (physical or conceptual) to describe the role of gravity in the motions within galaxies and the solar system. (MS‑ESS1‑2)S.6‑8.ES.14 Analyze and interpret data (e.g., statistical information, drawings and photographs, models) to determine scale properties (e.g., size, surface features, orbital radius) of objects in the solar system. (MS‑ESS1‑3)S.6‑8.ES.15 Apply scientific principles to construct an explanation, based on evidence from rock strata, for how the geologic column is used to organize Earth’s relative age and geologic history, comparing and contrasting creationist and naturalistic perspectives. (MS‑ESS1‑4)

Grades 6-8

Health Sciences

​Health Promotion and Disease PreventionS.6‑8.HS.1 Collect data from family members to compile evidence that supports the claim that personal health is influenced by the environment and genetics.S.6‑8.HS.2 Construct a model that demonstrates the link between appropriate health care and personal health.S.6‑8.HS.3 Gather and synthesize information to identify barriers to obtaining appropriate health care and to practicing healthy behaviors, and suggest ways to overcome these barriers.S.6‑8.HS.4 Construct an evidenced‑based argument that demonstrates the importance of assuming responsibility for personal health behaviors.S.6‑8.HS.5 Evaluate behaviors in relation to the degree to which they benefit or harm personal health and the health of others.S.6‑8.HS.6 Choose a health‑enhancing practice and develop a presentation designed to persuade others to adopt a similar practice.Health ResourcesS.6‑8.HS.7 Develop guidelines for evaluating health information, products, and services, and conduct an investigation designed to assess the validity of health‑related resources.Healthy Lifestyle ChoicesS.6‑8.HS.8 Construct an argument that supports the claim that modifying unhealthy behaviors can enhance personal health.S.6‑8.HS.9 Plan and conduct an investigation that provides evidence that peers and perceptions of norms influence the health of adolescents.S.6‑8.HS.10 Construct a model that demonstrates how public health policies can influence health promotion and disease prevention.S.6‑8.HS.11 Analyze and interpret data that provides evidence to support the claim that traditional Adventist health practices promote optimal health.

Grades 6-8

Engineering, Technology, and Applications of Science

​Engineering DesignS.6‑8.ET.1 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.  (MS‑ETS1‑1)S.6‑8.ET.2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.  (MS‑ETS1‑2)S.6‑8.ET.3 Analyze data from tests to determine similarities and difference 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.  (MS‑ETS1‑3)S.6‑8.ET.4 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.  (MS‑ETS1‑4)

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.