st
21
in
partnership
with
Century Skills: Employability Skills
Primary (K-2)
Communicate and work appropriately with others to complete tasks. (21.K-2.ES.1)
Work appropriately and productively with others.
• Set goals.
• Demonstrate good listening skills.
• Share thoughts and ideas with others.
• Work positively and effectively with others.
• Exhibit appropriate behavior in various situations.
• Identify behaviors that cause conflict.
• Exhibit positive self-concept.
• Describe the concept of community.
• Respect others.
• Cooperate with others.
• Acknowledge own and other’s good efforts.
Use different perspectives to increase innovation and the quality of work.
• Generate ideas with assistance.
• Are aware of others’ feelings and opinions.
• Appropriately accept constructive feedback.
Use all the appropriate principles of communication effectively.
• Listen to others.
• Ask appropriate questions.
• Read, understand and create information in a variety of forms.
• Follow directions.
• Use technology to communicate.
• Use various channels of communication.
• Express ideas.
Recognized different roles and responsibilities and is open to change. (21.K-2.ES.2)
Adapt to varied roles, responsibilities, and expectations.
• Work independently.
• Work with others.
• Understand mistakes are not wrong/bad.
• Complete tasks and activities.
• Follow predetermined stages/steps needed to complete an activity or task.
• With teacher guidance, collaboratively generate strategies to improve an activity or
task.
• Listen attentively.
• Respect others ideas.
• Accept and respect others.
Evidence:
Intermediate (3-5)
Evidence:
Middle School (6-8)
Evidence:
High School (9-12)
Communicate and work productively with others emphasizing collaboration and
cultural awareness to produce quality work. (21.3-5.ES.1)
Communicate and work productively with others, considering different perspectives,
and cultural views to increase the quality of work. (21.6-8.ES.1)
Work appropriately and productively with others.
• Set appropriate goals.
• Articulate thoughts and ideas clearly in writing and speaking.
• Demonstrate respectful behavior to group members.
• Exhibit appropriate behavior when faced with conflict.
• Identify strengths and weaknesses.
• Interact positively as a team member.
• Respect other’s ideas.
• Cooperate with others in a group setting.
• Acknowledge quality efforts of self and others.
Work appropriately and productively with others.
• Set and evaluate goals.
• Effectively communicate with group.
• Demonstrate respectful behavior to group member ideas and opinions.
• Manage and resolve conflict as appropriate.
• Understand roles in group interaction.
• Identify their own strengths and determines how their strengths will work toward
the group goal.
• Contribute to a team by expressing ideas.
• Respect other’s ideas in a group dynamic.
• Collaborate with others toward a common goal.
• Acknowledge own and other’s good efforts.
Work appropriately and productively with others
• Set goals
• Effectively communicate with group and stakeholders
• Demonstrate respectful behavior to group member ideas and opinions
• Manage and resolve conflict when appropriate
• Lead or support when appropriate
• Determine people’s strengths and assign roles accordingly
• Contribute to a team by sharing information and expertise
• Agree to disagree in a respectful manner in a group dynamic
• Collaborate effectively with other teams/team members toward a common goal
• Recognize own and other’s good efforts
Use different perspectives to increase innovation and the quality of work.
• Gather input from all group members.
• Understand the opinions and feelings of others.
• Accept and provide feedback in a constructive and considerate manner.
Use different perspectives to increase innovation and the quality of work
• Gather input from all group members
• Capitalize on the diversity of group members
• Accept and provide feedback in a constructive and considerate manner
Use appropriate principles of communication effectively.
• Listen to understand and appreciate the points of view of others.
• Listen to understand the ideas of others
• Process information in order to make an informed decision.
• Ask appropriate questions in seeking clarification.
• Read, understand and create information in a variety of forms.
• Follow directions.
• Contribute by expressing ideas.
• Use appropriate technology to communicate.
• Use appropriate channels of communication.
Use all the appropriate principles of communication effectively
• Listen to understand and appreciate the points of view of others
• Listen for comprehension
• Listen for decision making
• Process information in order to make an informed decision
• Ask appropriate questions in seeking clarification
• Read, understand and create information presented in a variety of forms (e.g. words,
charts, graphs, diagrams)
• Follow directions
• Express thoughts and ideas clearly and succinctly
• Use appropriate technology to communicate
• Use appropriate channels of communication (written, verbal, technical, visual)
Adjust to various roles and responsibilities and understand the need to be flexible to
change. (21.3-5.ES.2)
Adapt and adjust to various roles and responsibilities in an environment of change.
(21.6-8.ES.2)
Adapt to various roles and responsibilities and work flexibly in climates of ambiguity
and changing priorities. (21.9-12.ES.2)
Adapt to varied roles, responsibilities, and expectations.
• Work well independently and with others.
• Understand and accept mistakes as a natural part of learning.
• Complete tasks and projects.
• Identify the stages needed to complete a project or task.
• Develop an awareness of effective strategies to improve project or task completion.
• Listen with an open mind.
• Accept and appreciate diversity.
Adapt to varied roles, responsibilities, and expectations.
• Work well independently and with a team.
• Accept and own mistakes as a part of learning.
• Carry out tasks and projects to completion.
• Understand that projects or tasks can be broken down into stages and assessed
throughout.
• Identify effective strategies to improve project or task.
• Listen to other points of view.
• Accept and appreciate diversity.
Adapt to varied roles, responsibilities, and expectations
• Work independently or as a part of a team
• Learn from mistakes and accept feedback
• Carry out multiple tasks or projects
• Continuously monitor the success of a project or task
• Identify ways to improve project or task
• Consider multiple perspectives and represents a problem in more than one way
• Accept others; tolerant of differences
Use different perspectives to increase innovation and the quality of work.
• Generate ideas with group members.
• Recognize the opinions and feelings of others.
• Appropriately accept constructive feedback.
Use appropriate principles of communication effectively.
• Are active listeners.
• Use information to make decisions.
• Ask appropriate questions.
• Read, understand and create information in a variety of forms.
• Follow directions.
• Use technology to communicate.
• Use various channels of communication.
• Express ideas.
Communicate and work productively with others, incorporating different perspectives
and cross cultural understanding, to increase innovation and the quality of work.
(21.9-12.ES.1)
Work effectively in a climate of ambiguity and changing priorities.
• Become aware that change occurs.
• Adapt to change with minimal guidance.
• Adjust to changes in structured environment.
• Understand pressure exists.
• Work toward conflict resolution.
Works effectively in a climate of ambiguity and changing priorities.
• Understand that change occurs frequently.
• Demonstrate flexibility in adapting to change.
• Recognize different levels of structure.
• Work under pressure.
• Understand the need to adapt to changing requirements and information.
• Are open to change.
• Understand how to approach handling conflict using a win-win perspective.
Demonstrate appropriate risk-taking.
• Are open to consider new ideas or alternative ways to complete tasks.
• Work to achieve goals.
• Understand the purpose of “what if” questions.
• Share ideas with an open mind.
• Support others’ suggestions.
Demonstrate appropriate risk-taking.
• Consider alternative or new ways to complete tasks.
• Identify alternative ways to achieve goals.
• Understand when to ask ‘What if?’
• Approach brainstorming with an open mind.
• Determine pros and cons of others’ suggestions.
Learn leadership skills and demonstrate integrity, ethical behavior, and social
responsibility. (21.K-2.ES.3)
Practice leadership skills, and demonstrate integrity, ethical behavior, and social
responsibility in all activities. (21.3-5.ES.3)
Demonstrate leadership, integrity, ethical behavior, and social responsibility in all
environments. (21.6-8.ES.3)
Demonstrate leadership skills, integrity, ethical behavior, and social responsibility
while collaborating to achieve common goals. (21.9-12.ES.3)
Use interpersonal skills to influence and guide others toward a goal.
• Compliment others’ work.
• Initiate positive interactions with classmates.
• Identify the concept of goal.
• Use appropriate group communication skills.
• Listen to others.
• Accept constructive suggestions in a positive way.
Use interpersonal skills to influence and guide others toward a goal.
• Provide positive encouragement to others on their work.
• Relate positively to others.
• Understand methods to influence others towards goals.
• Understand how to listen to others and to share own ideas.
• Accept and offer constructive comments.
Use interpersonal skills to influence and guide others toward a goal.
• Positively support the work of others.
• Build relationships.
• Understand roles and responsibilities needed to accomplish goals.
• Use active listening and speaking skills.
• Understand the benefits of constructive feedback vs. criticism.
Leverage the strengths of others to accomplish a common goal.
• Demonstrate listening, speaking and questioning skills.
• Work as a member of a team to complete tasks.
• Acknowledge views and ideas of others.
• Understand the value of compromise.
Leverage the strengths of others to accomplish a common goal.
• Communicate clearly.
• Collaborate on structured tasks.
• Show sensitivity to others’ views and ideas.
• Understand how to create consensus.
Use interpersonal skills to influence and guide others toward a goal
• Positively support the work of others
• Facilitate and delegate responsibilities to best accomplish goal(s)
• Build relationships
• Engage in the tasks to accomplish goal
• Know when to listen and when to speak-up
• Maintain an open mind
• Provide constructive feedback
Demonstrate integrity and ethical behavior.
• Take responsibility for own actions.
• Demonstrate trustworthiness and honesty.
• Identify important core values.
Demonstrate integrity and ethical behavior.
• Take ownership for actions.
• Demonstrate trustworthiness and honesty in all environments.
• Demonstrate the use of core values.
Demonstrate mental, physical, and emotional preparedness to accomplish the task.
• Identify and organizes materials required for the task.
• Show willingness to prepare and stays focused on task.
Demonstrate mental, physical, and emotional preparedness to accomplish the task.
• Keep own materials organized and gathers materials needed for the task.
• Prepare for and focuses on the task with enthusiastic anticipation.
Demonstrate initiative, creativity, self-direction, and entrepreneurial thinking to
produce successful outcomes. (21.3-5.ES.4)
Demonstrate initiative, self-direction, creativity, and entrepreneurial thinking while
exploring individual talents and skills necessary to be successful. (21.6-8.ES.4)
Perform work without oversight.
• Assess the task and identify actions that must be taken.
• Understand cause-effect relationship in completing sequential steps.
• Understand that incomplete work is not acceptable.
• Understand the importance of self-confidence.
• Know how to access resources.
• Formulate solutions.
• Demonstrate commitment to self/group/society.
Perform work without oversight.
• Assess the task and identify the priority/necessary actions to be taken.
• Understand the task’s relationship to greater goal.
• Understand that incomplete work-- even if excellent--is not acceptable.
• Understand the importance of self-confidence.
• Find appropriate resources.
• Implement solutions.
• Demonstrate commitment to self/group/society.
Use time efficiently to manage workload
• Segment task into steps.
• With guidance, create timelines to facilitate completion of tasks.
• With guidance, prioritize steps in proper order.
Use time efficiently to manage workload.
• Segment task into logical steps.
• Build a timeline to facilitate completion of the task.
• Prioritize steps in proper order.
Assess mastery of skills.
• Understand the task.
• Identify skills needed to be successful at the task.
• Know when to share knowledge appropriately.
Assess mastery of skills.
• Analyze the task.
• Identify the breadth of knowledge to be successful at a task.
• Effectively share knowledge at appropriate times.
Set and achieve high standards and goals.
• Understand and write incremental steps toward accomplishing goals.
• Set short-term goals.
• Engage in activities to improve skills that are relative to goals.
• Explore core values of personal importance.
• Evaluate progress toward accomplishing goals.
Set and achieve high standards and goals.
• Identify incremental steps for acquiring goals.
• Set short-term and long-term goals.
• Create a written plan toward accomplishing goals.
• Choose to engage in activities to improve skills that are relative to goals.
• Demonstrate core values.
• Evaluate progress and seek assistance to take corrective action when necessary
when working toward accomplishing goals.
Set and achieve high standards and goals
• Understand incremental steps for acquiring goals
• Create a written plan
• Set realistic goals that match aptitudes
• Engage in activities to improve skills that are relative to goals
• Demonstrate core values
• Constructively evaluate progress and takes corrective action when necessary
Engage in effective problem solving process.
• Transfer learning from one content area to another.
• Identify key partners and resources relevant to the situation/problem.
• Evaluate and select the resources in context of the problem.
• Implement the problem solving process, including identifying potential causes of
problem.
• Identify a course of action in writing with sequence of steps involved in order to
solve the problem.
• Implement solution.
Engage in effective problem solving process
• Transfer learning from one domain to another
• Identify partners and resources germane to the situation
• Evaluate and select the best resources in context of the problem, and allocates them
appropriately
• Identify root cause of problem
• Detail a course of action in writing with sequence of steps involved
• Implement a solution and makes adjustments when there is need/opportunity for
improvement
Demonstrate productivity and accountability by producing quality work. (21.35.ES.5)
Demonstrate productivity and accountability while aspiring to meet high
expectations. (21.6-8.ES.5)
Demonstrate productivity and accountability by meeting high expectations. (21.912.ES.5)
Deliver quality job performance on time.
• Produce quality work in a timely manner.
• Make revisions in work based on self-analysis and/or recommendations.
• Work with commitment to produce a quality product.
• Demonstrate ethical behavior and responsibility.
Deliver quality job performance on time.
• Know that quality means meeting high expectations, including timeliness.
• Make revisions based on self-analysis.
• Work with commitment until the expectations are met.
• Make needed adjustments to prevent problems.
• Do not compromise ethical behavior and responsibility.
Deliver quality job performance on time
• Recognize and understand required standards needed for successful completion
• Set goals and establish timelines to reach required standards
• Establish assessment checkpoints throughout work processes
• Identify quality control issues and makes needed adjustments to correct problems
• Take initiative to see job completed without compromising quality
• Reassess process on a regular basis to identify any opportunities for improvement
• Demonstrate ethical behavior and works responsibly, reliably, and collaboratively
with others
Leverage the strengths of others to accomplish a common goal.
• Communicate ideas and thoughts.
• Share tasks necessary to complete a group task.
• Understand others may have different ideas and opinions.
• Understand the concept of compromise.
Demonstrate integrity and ethical behavior.
• Understand taking responsibility for own actions.
• Understand the importance of telling the truth.
• Understand the concepts of character and core values.
Demonstrate mental, physical, and emotional preparedness to accomplish the task.
• Understand the concept of being organized.
• Stay on task until the task is completed.
Develop initiative and demonstrate self-direction in activities. (21.K-2.ES.4)
Perform work without oversight.
• Ask questions to clarify and accomplish a task.
• Understand how to follow sequential steps to complete a task.
• Learn that incomplete work is not acceptable.
• Understand the importance of self-confidence.
• Identify resources and how to access them.
• Learn to formulate solutions.
• Understand the importance of commitment to self and group.
Use time efficiently to manage workload.
• Follow logical steps.
• Follow a provided timeline.
• With guidance, prioritize steps in proper order.
Assess mastery of skills.
• Identifies the task
• Becomes aware of skills needed to complete the task
• Shares knowledge
Set and achieve high standards and goals.
• Understand what a goal is.
• Articulate a personal goal.
• Engage in guided activities to improve skills that are relative to goals.
• Are aware of the concept of core values.
• Determine rate of progress toward goals.
Engage in effective problem solving process.
• Become aware of the connections between the classroom and the world around
them.
• Become aware of resources and partners that may be useful in solving problems.
• Practice problem solving techniques.
• Generate potential solutions to the problem.
• Implement solution.
Work productively and are accountable for their actions. (21.K-2.ES.5)
Deliver quality job performance on time.
• Recognize quality work.
• Demonstrate a sense of timeliness.
• Stay on task until work is completed.
• Understand concept of ethical behavior in producing work.
Demonstrate accountability for individual performance.
• Are punctual in daily activities.
• Seek help only when appropriate.
• Stay on task when completing work.
• Correct errors when directed.
• Learn from mistakes.
• Understand concept of individual and group roles.
Engage in effective problem solving process.
• With assistance, transfer and make connections learning from one content area to
another.
• Understand the importance of key partners and resources in solving problems.
• Evaluate the resources in context of the problem.
• Apply problem solving techniques to various situations.
• Identify a course of action in order to solve the problem.
• Implement solution with follow-up.
Demonstrate accountability for individual performance.
• Come to activities/work consistently and on time.
• Are prepared for all activities/work.
• Stay actively engaged when completing work.
• Are able to edit their work.
• Learn from mistakes.
• Are reliable co-workers in a group setting.
Work effectively in a climate of ambiguity and changing priorities.
• Accept that change occurs frequently.
• Understand focus may need to change as circumstances in the situation change.
• Recognize the need for different levels of structure.
• Identify appropriate responses to stress.
• Adapt to changing requirements and information.
• Demonstrate openness and respond constructively to change.
• Understand conflict resolution from win-win perspective.
Demonstrate appropriate risk-taking.
• Embrace innovation.
• Identify and suggest alternative ways to achieve goals.
• Asks ’What if?’
• Understand brainstorming as a free exchange of ideas.
• Weigh pros and cons of others’ suggestions.
Demonstrate accountability for individual performance.
• Demonstrate individual responsibility to be present and on time for all activities.
• Stay productive when completing work.
• Are willing to help others when own work is completed.
• Accept responsibility for and correct their errors.
• Learn from mistakes and creates solutions.
• Follow through with assigned work within a group.
Evidence:
Work effectively in a climate of ambiguity and changing priorities
• Cope with uncertainty; quickly and calmly change focus and goals as the situation
requires
• Demonstrate a sense of comfort with lack of structure
• Remain composed and focused, even under stress
• Adapt to changing requirements and information
• Respond openly and constructively to change
• Approach conflict from win-win perspective
Demonstrate appropriate risk-taking
• Provides innovative and resourceful engagement
• Identifies and suggests alternative ways to achieve goals
• Asks “what if”
• Brainstorms effectively
• Questions assumptions in a non-confrontational manner
Leverage the strengths of others to accomplish a common goal
• Communicate effectively
• Collaborate effectively
• Appreciate ideas of others
• Facilitate compromise that can lead to group consensus
•
Demonstrate integrity and ethical behavior
• Accept ownership for actions
• Demonstrate trustworthiness and honesty
• Make decisions based on important core values
Demonstrate mental, physical, and emotional preparedness to accomplish the task
• Organize required materials in a readily accessible format.
• Focus and become energized on the task objectives.
Demonstrate initiative and self-direction through high achievement and lifelong
learning while exploring the ways individual talents and skills can be used for
productive outcomes in personal and professional life. (21.9-12.ES.4)
Perform work without oversight
• Assesses the situation and identify the priority/necessary actions to be taken
• Understand the value of the task in relationship to greater goal
• Understand that incomplete work-- even if excellent--is a failure
• Model self-confidence
• Know how to find and evaluate appropriate resources
• Implement solutions
• Demonstrate commitment to self/group/society
Use time efficiently to manage workload
• Segment task into logical steps with appropriate estimates of time
• Build a timeline to facilitate completion of the task
• Prioritize steps in proper order
Assess one’s own mastery of skills
• Understand the task
• Identify the depth and breadth of knowledge to be successful at a task
• Identify and utilize appropriate measure of knowledge
Demonstrate accountability for individual performance
• Come to work regularly and is on time all of the time
• Stay productive when on the job
• Take initiative to help others when own work is completed
• Accept responsibility for errors and corrects errors
• Learn from mistakes
• Follow through with work assignments
• Demonstrate willingness to work overtime
• Demonstrate flexibility to crosstrain
Iowa State University Extension and Outreach programs are available
to all without regard to race, color, national origin, religion, sex, age,
or disability. Feb. 2015
st
21
in
partnership
with
Century Skills: Financial Literacy
Primary (K-2)
Demonstrate the ability to set goals based on wants and needs. (21.K-2.FL.1)
Evidence:
Intermediate (3-5)
Evidence:
Middle School (6-8)
Evidence:
High School (9-12)
Create long and short term goals based on a prioritization of wants and needs. (21.35.FL.1)
Model the process of financial planning based on personal prioritization of wants
and needs. (21.6-8.FL.1)
Demonstrate financial responsibility and planning skills to achieve financial goals for a
lifetime of financial health. (21.9-12.FL.1)
Develop short-term and long-term financial goals.
• Distinguish between short- and long-term goals.
• Explain the importance of goal setting, how to prioritize those goals, and the need
for both short- and long-term goals.
• Create a timely, attainable goal.
Develop short-term and long-term financial goals.
• Define the steps in the goal-setting process.
• Explain the relationship between goal setting and achievement.
• Create goals according to a prioritization of wants and needs that are specific,
realistic, and measurable.
Develop short- and long-term financial goals.
• Understand the concept of setting short-term (next six months) and long-term
(beyond six months) goals.
• Evaluate the role short- and long-term goals play in financial success. Assess the
impact of goal setting on personal financial success.
• Describe the impact of goal setting on personal financial success.
Understanding needs vs. wants.
• Explain difference between wants and needs.
• Explain prioritization factors to consider when determining expense-related
decisions.
Understanding needs vs. wants.
• Identify expenditures as needs or wants.
• Describe persuasive strategies used by peers, media, and businesses to influence
society (in decision making).
Identify monetary resources and distribution options for those resources. (21.K2.FL.2)
Recognize how one’s personal career choice and attitude can impact financial
planning decisions. (21.3-5.FL.2)
Create an effective spending plan using informed decision-making skills. (21.68.FL.2)
Manage money effectively by developing spending plans and selecting appropriate
financial instruments to maintain positive cash flow. (21.9-12.FL.2)
Develop a realistic spending plan for financial independence.
• Describe the exchange of goods and services as part of the monetary system.
• Identify the outcome of spending money.
Develop a realistic spending plan for financial independence.
• Illustrate that career choice, education and skills, and economic conditions affect
income.
• Determine own attitudes and behaviors toward spending, saving, and investing.
• Recognize sources of money (earned or gifted).
Develop a realistic spending plan for financial independence.
• Describe the concept of a spending plan.
• Explain the advantage of spending less than you have.
• Explain the short- and long-term consequences of over spending.
• Recognize the impact of global issues on financial planning.
Understand the distribution of resources.
• Explain spending versus savings.
• Recognize that items cost money.
Understand various sources of compensation.
• Recognize multiple sources of income as well as alternative sources (family
members, neighbors, friends for jobs or gifts).
• Recognize other types of compensation (bartering, trading).
Understand various sources of compensation.
• Describe potential sources of income for middle school students.
• Identify factors to consider when analyzing different methods of compensation.
• Explain how income can affect goals.
Develop a realistic spending plan for financial independence.
• Understand the concept of developing a spending plan that promotes living within
one’s means.
• Evaluate spending plans that promote maintaining a larger income than
expenditures.
• Develop and assess impact of different spending plans to make informed choices.
• Describe the impact of global issues on financial planning.
Understand financial instruments.
• Distinguish different types of money (bills, coins).
• Identify the values of each type of money.
Understand the distribution of resources.
• Explain the benefits of savings versus spending.
• Describe the impact of spending on savings.
Understand the distribution of resources.
• Explain factors that impact savings and spending plans.
• Describe expenses that employees might have.
Understand financial instruments.
• Identify the different ways to pay for items (cash, check, credit, and debit).
• Explain how non-cash methods of payment still require adequate funds.
Understand financial instruments.
• Identify possible financial accounts.
• Recognize that fees or charges may be attached to accounts.
• Recognize the importance of keeping accurate records.
Develop short-term and long-term financial goals.
• Define goals.
• Identify a personal goal.
• Identify a group/team goal.
Understanding needs vs. wants.
• Define wants and needs.
• Know the importance of needs and wants.
Understand various sources of compensation.
• Recognize sources of income for children such as allowances and gifts.
Evidence:
Understand needs versus wants.
• Explain the difference between needs and wants. Analyze their own needs and wants
to determine importance (prioritize).
• Develop plans to achieve their most important needs and wants.
• Explore individual decisions made as a consumer and distinguish between fact and
opinion in advertising
Understand various sources of compensation.
• Identify various types of income (e.g., allowances, salary, hourly wage, commission,
benefits, gross and net income.)
• Compare various compensation options to determine which best fits individual
needs.
• Explain how income affects lifestyle and spending choices.
Understand financial instruments.
• Understand the responsibility of maintaining accounts using financial instruments
such as checking accounts, debit cards, and ATM cards.
• Demonstrate the ability to reconcile personal records with financial institution’s
records.
• Differentiate between interest-bearing and noninterest-bearing accounts.
Recognize the impact of fees and charges.
• Identify options for online financial transactions (buying, making payments, transfers,
etc.).
• Understand the distribution of resources.
• Identify options for distributing resources.
• Analyze short- and long-term benefits of different resource allocation opportunities.
• Create a personal spending plan to include savings, spending, giving, and/or investing
consistent with their financial goals.
Demonstrate an understanding of the concept of credit. (21.K-2.FL.3)
Identify responsible credit management.
• Discuss the meaning of credit.
Understand different types of debt.
• Recognize the concept of the money behind the credit.
Understand rights and responsibilities as borrowers.
• Explain that a borrowed item needs to be returned.
• Demonstrate that if loaned, an item should be returned.
Identify the concept of debt and an individual’s responsibility for that debt. (21.35.FL.3)
Recognize appropriate uses of credit and its impact on an individual’s financial
security. (21.6-8.FL.3)
Make informed and responsible decisions about incurring and repaying debt to
remain both creditworthy and financially secure. (21.9-12.FL.3)
Identify responsible credit management.
• Recognize the uses of credit.
• Identify appropriate times to use credit.
Identify responsible credit management.
• Identify the various types of credit card companies available and the features of
each (interest rates, annual fees, limits, reward system).
• Explain appropriate and inappropriate use of credit cards.
• Explain how use of credit cards can help or hurt a budget.
Identify responsible credit card management.
• Compare and contract offers of credit card, instant loan, and introductory offers (low
rate introductory, startup fees, and fixed rate).
• Explain credit card features, including annual fees, interest rates, and incentives.
• Understand implications of making minimum payments, late payments, and late fees.
Understand different types of debt.
• Identify the types of purchases that generally require a loan.
• Demonstrate the ability to calculate the cost of borrowing money.
Understand different types of debt.
• Understand the types of debt consumers encounter.
• Compare loan terms and rates to determine best choice.
• Identify the impact of loans on a personal financial plan, such as auto, student, credit
card, major purchase.
• Identify asset-producing debt versus living expense debt.
Understand different types of debt.
• Recognize that borrowing is a debt to be repaid.
• Explain the role of interest regarding debt.
Understand rights and responsibilities as borrowers.
• Recognize the importance of repaying a debt.
• Explain potential consequences for not returning a borrowed item.
• Explain the positive consequences of repaying debt on time.
Develop awareness that each person has an identity. (21.K-2.FL.4)
Understand rights and responsibilities as borrowers.
• Explain that a borrower needs to have assets to use as security for a loan.
• Explain an individual’s rights and responsibilities as a consumer.
• Explain the concept of a credit rating.
Understand rights and responsibilities of borrowers.
• Identify factors considered for qualifying for and securing a loan (i.e., what makes a
person a good or bad credit risk).
• Understand the meaning of a credit score and how it is used to negotiate better loan
options. Identify the steps in checking their own credit score and making corrections
if needed.
• Explain the potential consequences for not meeting the requirements of the
agreement (i.e., payment amount, due dates, insurance, taxes, etc.).
• Explain an individual’s rights and responsibilities under consumer protection laws.
Recognize common risks to one’s identity and demonstrate the ability to protect
that identity. (21.3-5.FL.4)
Evaluate various risks to personal identity and create a plan for ongoing protection.
(21.6-8.FL.4)
Evaluate and identify appropriate risk management options, including types of
insurance, non-insurance, and identity protection. (21.9-12.FL.4)
Establish strategies for protection of identity.
• Explain what it means to have a personal financial identity stolen.
• Identify ways of protecting their identity.
Establish strategies for protection of identity.
• Recognize that a personal identity needs to be protected.
• Recognize the impact of technology on personal security.
Recognize different types of insurance.
• Recognize ways people can lose possessions.
• Demonstrate ways to protect possessions.
• Recognize the consequences of loss.
Recognize different types of insurance.
• Describe what insurance is and why it is important.
• Describe the impact of losses, financial and non-financial.
Recognize different types of insurance.
• Explain why an individual needs various types insurance.
• Identify factors to consider when deciding the type of and amount of insurance.
Establish strategies for protection of identity.
• Describe the importance of protecting their identity.
• Distinguish legitimate from fraudulent solicitations.
• Understand the impact of technology on personal security.
• Identify important identification numbers and explain when they should or should
not be shared.
• Explain ways to protect their identity.
Recognize different types of non-insurance protection.
• Explain how written notes, emails, or phone calls between school and home can
help prevent misinformation.
• Recognize the role of adults in providing safety.
Recognize different types of non-insurance protection.
• Recognize the importance of written documentation and other types of protection
available for students.
• Explain the various people who provide protection and the roles they play.
Recognize different types of non-insurance protection.
• Identify types of documents that can serve as legal protection.
• Explain the potential hazards of inappropriate or missing documentation.
Recognize different types of insurance.
• Explain different types of insurance and identify the appropriate need for each.
• Determine appropriate options available to reduce the cost of premiums.
Establish strategies for protection of identity.
• Describe what an identity is.
• Recognize that everyone has an identity.
Recognize different types of noninsurance protection.
• Explain importance of legal and written documentation to protect individuals.
• Identify types of documentation used by individuals to prevent personal and financial
loss. Analyze the types of protection available and their appropriate use.
Recognize various ways to save and the reasons individuals decide to save. (21.K2.FL.5)
Recognize investment options.
• Identify the value of saving.
Distinguish investment options.
• Explain the difference between a piggy bank and financial institutions.
Understand the relationship between investment risk and return.
• Explain that something loaned may or may not be returned.
Determine the importance of saving/investing in relation to future needs. (21.35.FL.5)
Recognize investment options.
• Identify various ways to save.
• Explain the importance of saving in relation to future needs.
Distinguish investment options
• Identify various options for saving/investing.
Understand the relationship between investment risk and return.
• Explain how an investment can grow in value.
• Explain how an investment might decrease in value.
Evaluate possible options for investing as a means to attain one’s goals. (21.6-8.FL.5)
Recognize investment options.
• Explain how saving is needed for investing.
• Explain the relationship between investing and potential entrepreneurship goals.
• Explain the difference between saving and investing.
Distinguish investment options.
• Explain various options for investing money.
• Understand the effect of interest and percentage rates on investments.
Understand the relationship between investment risk and return.
• Explain how an investment differs from a savings account in potential risks and
return.
• Explain the importance of a personal budget and goals in the investing process.
Assess the value, features, and planning processes associated with savings, investing,
and asset building, and apply this knowledge to achieve long-term financial security
with personal and entrepreneurial goals in a global market. (21.9-12.FL.5)
Recognize investment options.
• Assess the many factors that influence financial planning. Explain the importance of
savings.
• Explain the impact of short- and long-term financial goals for asset building.
• Outline the process of adjusting the financial plan to accommodate changes in funds.
• Describe the importance of adjusting goals over a lifetime as well as preparing for
retirement and estate planning.
Distinguish investment options.
• Distinguish between the various types of investment options.
• Understand the power of compounding interest.
Understand the relationship between investment risk and return.
• Identify the level of risk involved with investment options.
• Explore the potential returns related to investment options.
• Explain the concept of wealth building.
Distinguish between appropriate spending choices. (21.K-2.FL.6)
Recognize the local, state, national, and international impact of personal financial
habits and actions.
• Recognize that the Internet connects people around the world.
• Recognize that people come from various cultures, backgrounds, and home
situations.
Demonstrate responsible financial behaviors, at the personal, local, state, national,
and international levels.
• Recognize that individuals have choices in spending and saving.
• Explain that there are appropriate behaviors and expectations for different settings.
Recognize that spending choices differ between groups of people and settings. (21.35.FL.6)
Demonstrate ethical financial decision making skills and assess how these decisions
might impact the broader community. (21.6-8.FL.6)
Understand human, cultural, and societal issues related to financial literacy, and
practice legal and ethical behavior. (21.9-12.FL.6)
Recognize the local, state, national, and international impact of personal financial
habits and actions.
• Recognize that different people have different needs, wants, and financial priorities
• Explain how one’s actions impact others.
Recognize the local, state, national, and international impact of personal financial
habits and actions.
• Realize that financial habits and actions have broad impact beyond the local
community.
• Identify the factors that impact the production of goods and services beyond the
local area.
Recognize the local, state, national, and international impact of personal financial habits
and actions.
• Analyze the complexity of financial transactions as a member of the international
community.
• Evaluate the interconnectedness of the production of goods and services at the local
to international levels.
Demonstrate responsible financial behaviors, at the personal, local, state, national,
and international levels.
• Identify the importance of legal and ethical actions in financial behaviors.
• Explain how unethical behavior negatively impacts the broader community.
• Explain the importance of ethical behavior in building trust.
Demonstrate responsible financial behaviors, at the personal, local, state, national, and
international levels.
• Manage personal and professional financial interactions following legal and ethical
guidelines.
• Respect the rights and responsibilities of others in financial interactions.
• Practice responsible financial behaviors within an international financial
environment.
Demonstrate responsible financial behaviors, at the personal, local, state, national, and
international levels.
• Recognize consequences for both good and bad decisions.
• Recognize that an individual’s behavior impacts the decisions and consequences of
the broader community
Iowa State University Extension and Outreach programs are available to
all without regard to race, color, national origin, religion, sex, age, or
disability. Feb. 2015
st
21
in
partnership
with
Century Skills: Civic Literacy
Primary (K-2)
Evidence:
Intermediate (3-5)
Evidence:
Middle School (6-8)
Evidence:
High School (9-12)
Understand the rights and responsibilities of each citizen and
demonstrate the value of lifelong civic action. (SS.3-5.PSCL.1)
Understand the rights and responsibilities of each citizen and
demonstrate the value of lifelong civic action. (SS.6-8.PSCL.1)
Understand the rights and responsibilities of each citizen and
demonstrate the value of lifelong civic action. (SS.9-12.PSCL.1)
• Understand what it means to be a citizen.
• Understand why civic responsibility is important and know examples of
civic responsibility.
• Understand that Congress passes laws to protect individual rights.
• Understand how people can participate in their government.
• Understand what political leaders do and why leadership is necessary in
a democracy.
• Understand opportunities for leadership and public service in the
student’s own classroom, school, community, state, and the nation.
• Understand the importance of voluntarism as a characteristic of
American society.

• Understand rights, roles, and status of the individual in relation to the
general welfare.
• Understand that constitutional democracy requires the participation of
an attentive, knowledgeable, and competent citizenry.
• Understand personal, political, and economic rights are secured by
constitutional government, the rule of law, checks and balances, an
independent judiciary, and a vigilant citizenry.
• Understand ways citizens participate in the political process at local,
state, and national levels.
• Understand the importance of becoming knowledgeable about public
affairs.
• Understand the importance of voluntarism as a characteristic of
American society.
Understand the basic concepts of government and democracy and that
the Constitution defines the rights and responsibilities of citizens. (SS.K2.PSCL.1)
Understand how the government established by the Constitution
embodies the enduring values and principles of democracy and
republicanism. (SS.3-5 PSCL.2)
Understand how the government established by the Constitution
embodies the principles of democracy and republicanism. (SS.68.PSCL.2)
Understand how the government established by the Constitution
embodies the enduring values and principles of democracy and
republicanism. (SS.9-12.PSCL.2)
•
•
•
•
• Understand the fundamental values and principles of American
democracy.
• Understand the difference between power and authority.
• Understand fundamental values and principles of American democracy
are expressed in documents such as the Declaration of Independence,
the Preamble to the United States Constitution, and the Bill of Rights,
as well as in American songs, stories, and speeches.
• Understand the costs and benefits of diversity in American society.
• Understand the essential ideas of American government that are
expressed in the Declaration of Independence, the Constitution, and
other documents.
• Understand the concepts of constitutional government as fundamental
principles of American democracy.
• Understand the essential characteristics of limited and unlimited
governments.
• Understand the basic concepts of a federal system of government.
• Understand values such as individual rights, the common good, self
government, justice, equality, diversity, openness and free inquiry,
truth, patriotism are fundamental to American public life.
• Understand the type of citizenry needed to establish and maintain
constitutional government
• Understand the central ideas of American constitutional government
and how this form of government has shaped the character of American
society.
• Understand the role of government in major areas of domestic and
foreign policy.
Understand the purpose and function of each of the three branches of
government established by the Constitution. (SS.3-5.PSCL.3)
Understand the purpose and function of each of the three branches of
government established by the Constitution. (SS.6-8.PSCL.3)
Understand the purpose and function of each of the three branches of
government established by the Constitution.
• Understand that the legislative branch passes laws to protect individual
rights.
• Understand that the executive branch carries out and enforces laws to
protect individual rights.
• Understand that the judicial branch, headed by the Supreme Court,
makes decisions concerning the law that aim to protect individual
rights.
• Understand the primary responsibilities of each branch of government
in a system of shared powers (legislative, executive, judicial) and ways
in which each branch shares the powers and functions of the other
branches.
• Understand how the legislative, executive, and judicial branches use
checks and balances.
• Understand the purpose of government and how its powers are
acquired, used and justified.
• Understand the necessity of politics and government.
• Understand the purposes, organization, and functions of the legislative,
executive, and judicial branches and the independent regulatory
agencies.
Understand the differences among local, state and national government.
(SS.3-5.PSCL.4)
Understand the similarities and differences among the complex levels of
local, state and national government (SS.6-8.PSCL.4).

Understand the differences among the complex levels of local, state and
national government and their inherent, expressed, and implied powers.
(SS.9-12.PSCL.4)
• Understand the relationship between state and local governments and
the national government.
• Understand the powers and responsibilities of local, state and national
governments.
Understand the basic concepts of government and democracy and that
the Constitution defines the rights and responsibilities of citizens. (SS.K2.PSCL.1)
•
•
•
•
Understand what the US Constitution is and why it is important.
Understand the purpose of rules.
Understand the concept of fairness.
Understand rights and responsibilities.
Understand what the US Constitution is and why it is important.
Understand the purpose of rules.
Understand the concept of fairness.
Understand rights and responsibilities.


Understand the roles of local, state and national government and the
roles of representative leaders at these levels such as mayor, governor
and President.
Understand major services provided by national, state, and local
governments.
Understand how national, state and local government officials are
chosen.





Understand rights, roles and status of the individual in relation to the
general welfare.
Understand issues regarding personal, political, and economic rights.
Understand what is meant by the "scope and limits" of a right.
Understand participation in civic and political life can help bring
about the attainment of individual and public goals.
Understand the functions of political leadership and why leadership is
a vital necessity in a democracy.
Understand the importance of voluntarism as a characteristic of
American society.
Evidence:
• Understand the design and features of the Constitution prevent the
abuse of power by aggregating power at the national, state, and local
levels and using a system of checks and balances.
• Understand provisions of the Constitution and principles of the
constitutional system help to insure a government that will not exceed
its limits.
• Understand the limits the United States Constitution places on the
powers of the states and on the powers of the national government over
state governments.
• Understand the policies of state and local governments provide citizens
with ways to monitor and influence the actions of members of
government and hold them responsible for their actions.
Understand strategies for effective political action that impacts local,
state and national governance. (SS.6-8.PSCL.5)
Understand strategies for effective political action that impact local,
state, and national governance. (SS.9-12.PSCL.5)
• Understand the concept of civic responsibility.
• Understand the importance of political leadership, public service, and a
knowledgeable citizenry in American democracy.
• Understand the concept of political leadership in the student’s own
school, community, state, and the nation.
• Understand participation in civic and political life can help citizens attain
individual and public goals.
• Understand the role of diversity in American life and the importance of
shared values, political beliefs, and civic beliefs in an increasingly diverse
American society.
Understand how laws are established at the local, state and national
levels. (SS.6-8.PSCL.6)
Understand how law and public policy are established at the local, state,
and national levels of government. (SS.9-12.PSCL.6)
• Understand the concept of public policy.
• Understand the sources, purposes, and functions of law, and the
importance of the rule of law for the protection of individual rights and
the common good.
• Understand the purposes and functions of law.
• Understand the processes by which public policy concerning a local,
state, or national issue is formed and carried out.
• Understand issues concerning the relationship between state and local
governments and the national government.
Understand how various political systems throughout the world define
the rights and responsibilities of the individual. (SS.6-8.PSCL.7)
Understand how various political systems throughout the world define
the rights and responsibilities of the individual. (SS.9-12.PSCL.7)
• Understand constitutions protect individual rights and promote the
common good.
• Understand the essential characteristics of limited and unlimited
governments.
• Understand ideologies, structures, institutions, processes and political
cultures of different political systems in the world.
• Understand the essential characteristics of limited and unlimited
governments.
Understand the United States has a role in current world affairs. (SS.K2.PSCL.3)
Understand the role of the United States in current world affairs. (SS.35.PSCL.5)
Understand the role of the United States in current world affairs. (SS.68.PSCL.8)
Understand the role of the United States in current world affairs. (SS.912.PSCL.8)
• Understand the world is divided into nations.
• Understand how the nations of the world interact with one another
• Understand that the world is divided into many different nations with
each one having its own government.
• Understand the major ways nations interact with each other such as
trade, diplomacy, cultural contacts, treaties or agreements, and use of
military force.
• Understand factors that contribute to cooperation and cause disputes
within and among groups and nations.
• Understand conditions, actions and motivations that contribute to
conflict and cooperation within and among nations.
• Understand current foreign policy issues and the means the United
States is using to deal with them.
• Understand conditions, actions and motivations that contribute to
conflict and cooperation within and among nations.
• Understand the significance of foreign policies and events in the United
States' relations with the world.
• Understand the idea of national interest and how it is used as a criterion
for shaping American foreign policy.
• Understand the effects that significant world political developments
have on the United States.
• Understands the influence that American ideas about rights have had
abroad and how other peoples’ ideas about rights have influenced
Americans.
Iowa State University Extension and Outreach programs are available to
all without regard to race, color, national origin, religion, sex, age, or
disability. Feb. 2015
st
21
in
partnership
with
Century Skills: Health Literacy
Primary (K-2)
Evidence:
Intermediate (3-5)
Understand and use basic health concepts to enhance personal, family,
and community health. (21.K-2.HL.1)
Obtain, interpret, understand and use basic health concepts to enhance
personal, family, and community health. (21.3-5.HL.1)
Know and use concepts related to health promotion and disease
prevention.
• Identify ways to be healthy.
• Recognize multiple dimensions of wellness.
• Describe how physical, emotional, social, and environmental factors
influence personal health.
• Identify ways to prevent illness and injury.
• Know when and how to ask for help with health care.
• Identify the impact of personal health behaviors on the functioning of
body systems.
• Recognize that personal health behaviors influence an individual’s well
being.
• List preventive physical and mental health measures, including proper
diet, nutrition, exercise, risk avoidance and stress reduction.
Know and use concepts related to health promotion and disease
prevention.
• Describe the influence of risk and protective factors.
• Identify examples of physical, emotional, intellectual, environmental,
social, sexual and spiritual wellness during childhood.
• Analyze how heredity, environment and personal health are related.
• Explain proper prevention/management of health crises.
• Identify where to find help with health care when needed.
• Describe the impact of personal health behaviors on the functioning of
body systems.
• Identify how personal choices impact health and disease prevention.
• Describe preventive physical and mental health measures, including
proper diet, nutrition, exercise, risk avoidance and stress reduction.
Analyze influencing factors on health enhancing behaviors.
• Identify positive and negative effects of media and technology upon
health practices and choices.
Analyze influencing factors on health enhancing behaviors.
• Describe how diverse families, peers, cultural practices and attitudes
influence health related decisions.
• Describe how media, technology, research and medical advances
impact health.
• Recognize how national and international public health and safety
issues affect personal and family health status.
Evidence:
Middle School (6-8)
Evidence:
High School (9-12)
Demonstrate functional health literacy skills to obtain, interpret,
understand and use basic health concepts to enhance personal, family
and community health. (21.6-8.HL.1)
Demonstrate functional health literacy skills to obtain, interpret,
understand and use basic health concepts to enhance personal, family,
and community health. (21.9-12.HL.1)
Know and use concepts related to health promotion and disease
prevention.
• Anticipate the influence of risk and protective factors.
• Describe the interrelationships of the wellness dimensions: physical,
emotional, intellectual, environmental, social, sexual and spiritual
wellness during adolescence.
• Evaluate the impact of genetics/family history with personal health
decisions.
• Demonstrate skills necessary for proper prevention/management of
health crises. i.e. injury, depression, chronic illness.
• Explain how appropriate health care can promote personal health.
• Recognize prevention and control of health problems are influenced by
research and medical advances.
• Recognize the historical impact of disease and other health problems.
• Evaluate the impact of personal health behaviors on the functioning of
body systems.
• Develop healthy personal choices to promote health maintenance and
disease prevention.
• Develop preventive physical and mental health measures, including
proper diet, nutrition, exercise, risk avoidance and stress reduction.
Use concepts related to health promotion and disease prevention.
• Predict influence of risk and protective factors.
• Describe the interrelationships of the wellness dimensions: physical,
emotional, intellectual, environmental, social, and spiritual.
• Use knowledge of impact of genetics/family history to make informed
decisions.
• Contribute to personal/family quality of life through proper
prevention/management of health crises, i.e., injury, depression, chronic
illness.
• Evaluate the impact of health care access (cost, knowledge, insurance,
transportation) on health status.
• Describe how the prevention and control of health problems are
influenced by research and medical advances.
• Describe the historical impact of disease and other health problems on
contemporary health practices.
• Explain the impact of personal health behaviors on the functioning of
body systems.
• Explain how personal choices impact health maintenance and disease
prevention.
• Understand preventive physical and mental health measures, including
proper diet, nutrition, exercise, risk avoidance and stress reduction.
Analyze influencing factors on health enhancing behaviors.
• Describe how diverse families, peers, cultural practices and attitudes
influence health.
• Articulate how media, technology, research and medical advances
impact health.
• Articulate how national and international public health and safety
issues affect personal and family health status.
Understand and use interactive literacy and social skills to enhance
personal, family, and community health. (21.K-2.HL.2)
Utilize interactive literacy and social skills to establish personal family,
and community health goals. (21.3-5.HL.2)
Utilize interactive literacy and social skills to establish personal, family,
and community health goals. (21.6-8.HL.2)
Demonstrate social and communication skills to enhance health and
increase safety.
• Demonstrate verbal and nonverbal ways to express wants, needs, and
feelings appropriately.
• Choose effective conflict management strategies.
• Show how to ask for help.
• Identify ways to communicate care, consideration, empathy and
respect for self and others.
Demonstrate social and communication skills that enhance health and
increase safety.
• Demonstrate appropriate verbal and nonverbal communication skills to
enhance health of self and others.
• Practice strategies to manage or resolve conflict.
• State methods of obtaining help for self and others.
• Demonstrate ways to communicate care, consideration, empathy and
respect for self and others.
Demonstrate social and communication skills to enhance health and
increase safety.
• Apply appropriate communication skills to enhance health of self and
others.
• Utilize effective conflict management strategies.
• Demonstrate proper methods of obtaining help for self and others.
• Generate ways to communicate care, consideration, empathy and
respect for self and others.
Analyze influencing factors on health enhancing behaviors.
• Explain how family, peers, cultural practices and attitudes influence
health.
• Evaluate the impact of media, technology, research and medical
advances on health.
• Understand impact of national and international public health and safety
issues on personal and family health status.
Synthesize interactive literacy and social skills to establish and monitor
personal, family and community goals related to all aspects of health.
(21.9-12.HL.2)
Demonstrate communication skills to enhance health and increase safety.
• Communicate effectively to enhance health of self and others.
• Employ effective conflict management strategies. Utilize methods of
obtaining help for self and offer assistance to others.
• Demonstrate ways to communicate care, consideration, empathy, and
respect for self and others.
Advocate for personal, family and community health.
• Promote health messages to meet health needs of a target audience.
• Influence and support others to make positive health choices.
• Collaborate with others to improve family and community health.
• Employ the effective communication methods to accurately express
health information and ideas.
• Engage in media and legislative advocacy efforts to promote positive
health for self and others.
• Advocate for healthy, violence-free behaviors by using knowledge of the
dynamics of power and position.
Advocate for personal, family and community health.
• Identify personal health needs.
• Articulate ways to influence and support others to make positive health
choices.
• Identify ways to improve family and community health.
• Recognize mean and violent acts and demonstrate appropriate
responses.
Advocate for personal, family and community health.
• Identify personal, family and community health needs.
• Demonstrate how to influence and support others to make positive
health choices.
• Describe ways to improve family and community health.
• Articulate effective communication related to health care practices.
• Use assertive communications skills to consistently advocate for a
healthy, violence-free environment.
Advocate for personal, family and community health.
• Develop a health message to meet the health needs of a target
audience.
• Model how to influence and support others to make positive health
choices.
• Collaborate to improve family and community health.
• Articulate effective communication methods to accurately express
health information and ideas.
• Recognize media and legislative advocacy efforts to promote positive
health for self and others.
• Identify power structures that support advocacy of a healthy, violencefree environment
Recognize critical literacy/thinking skills related to personal, family and
community wellness. (21.K-2.HL.3)
Demonstrate critical literacy/thinking skills related to personal, family,
and community wellness. (21.3-5.HL.3)
Apply critical literacy/thinking skills related to personal, family and
community wellness. (21.6-8.HL.3)
Apply critical literacy/thinking skills related to personal, family and
community wellness. (21.9-12.HL.3)
Demonstrate decision-making skills.
• Understand the interrelationships between decisions, choices and
consequences.
• Recognize the effectiveness of health-related decisions.
• Recognize the need to ask for assistance when making health-related
decisions.
• Identify that health related decisions have an impact on individual,
family, community, and environment.
Demonstrate decision-making skills.
• Explain different approaches to making decisions.
• Describe the effectiveness of health-related decisions.
• Demonstrate the ability to seek assistance when making health related
decisions.
• Recognize that health related decisions have an impact on individual,
family, community, and environment.
Demonstrate decision-making skills.
• Apply skills needed to make healthy decisions.
• Analyze the effectiveness of health-related decisions.
• Describe the ethical factors that influence health related decisions.
• Integrate the roles of individual, family, community and cultures when
making health related decisions.
• Demonstrate how health related decisions impact individual, family,
community and environment.
Demonstrate decision-making skills.
• Evaluate healthy and unhealthy alternatives in decision-making.
• Evaluate effectiveness of health-related decisions.
• Employ ethical practices when making health-related decisions.
• Use knowledge of relevant terminology, (i.e., deductible, co-pay,
catastrophic, coverage) to ask questions and make decisions about
health benefits.
• Seek multiple perspectives when asking for assistance to make healthrelated decisions.
• Consider immediate and long-term impact on individual, family,
community and environment when making health-related decisions.
Demonstrate goal-setting skills.
• Set personal goals.
Demonstrate goal-setting skills.
• Develop goals to enhance health status.
Demonstrate goal setting skills.
• Implement goals to enhance personal health and track its achievement.
Evidence:
Demonstrate goal-setting skills.
• Evaluate health status and develop goals to enhance health.
• Engage in an ongoing cycle of goal setting, implementation, evaluation
and readjustment to enhance health status.
Identify influences that affect personal health and the health of others.
(21.K-2.HL.4)
Recognize that media and other influences affect personal, family and
community health. (21.3-5.HL.4)
Analyze the influence of family, peers, health professionals, culture,
media, technology, and other health factors.
• Identify negative and positive health practices.
• Describe how culture influences personal health choices.
• Identify trusted adults/professionals who can help.
Analyze the influence of family, peers, health professionals, culture,
media, technology, and other health factors.
• Demonstrate appropriate responses to negative and positive health
influences.
• Recognize public health policies that aid in the prevention and
maintenance of school and community health.
• Describe the influence of cultural diversities on health behaviors.
• Explain how information from school and family influences health.
• Identify characteristics of valid health information sources.
• Recognize the techniques used by print and non-print media sources.
Access valid information, products and services.
• Selects appropriate products for minor injuries or illnesses.
Access valid information, products and services.
• Identify factors that influence the selection of health products and
services.
Integrate media literacy skills to analyze media and other influences to
effectively manage personal, family and community health situations.
(21.6-8.HL.4)
Use media literacy skills to analyze media and other influences to
effectively manage health risk situations and advocate for self and
others. (21.9-12.HL.4)
Analyze the influence of family, peers, health professionals, culture,
media, technology, and other health factors.
• Demonstrate appropriate responses to negative and positive health
influences.
• Discuss the role of public health policies in prevention and
maintenance of school and community health.
• Determine how cultural diversities enrich and challenge health
behaviors.
• Analyze how information influences health.
• Determine reliability, accuracy, dependability of health information
sources.
• Describe the techniques used by print and non-print media sources.
Analyze the influence of family, peers, health professionals, culture, media,
technology, and other health factors.
• Employ appropriate responses to negative and positive health
influences.
• Analyze the role of public health policies in prevention and maintenance
of school and community health.
• Analyze how cultural diversity enriches and challenges health behaviors.
• Analyze how information from the community, family and peers
influences health.
• Determine reliability, accuracy, dependability of health information
sources.
• Recognize and reject messages that could lead to bullying or violence.
Access valid information, products and services.
• Differentiate factors that influence the selection of health products and
services.
• Not applicable.
Access valid information, products and services.
• Evaluate factors that influence selection of health products and services.
• Consider preferred provider status as well as other relevant insurance
provisions and/or restrictions when accessing and choosing professional
health services.
Demonstrate behaviors that foster healthy, active lifestyles for
individuals and the benefit of society. (21.K-2.HL.5)
Demonstrate behaviors that foster healthy, active lifestyles for
individuals and the benefit of society. (21.3-5.HL.5)
Demonstrate behaviors that foster healthy, active lifestyles for
individuals and the benefit of society. (21.6-8.HL.5)
Demonstrate behaviors that foster healthy, active lifestyles for individuals
and the benefit of society. (21.9-12.HL.5)
Achieve and maintain health-enhancing level of physical activity.
 Practice fitness skills.
 Practice basic health enhancing physical behaviors.
Achieve and maintain health-enhancing level of physical activity.
• Identify personal physical strengths and weaknesses.
• Engage in physical activities to improve fitness components.
Practice preventive health behaviors.
 Identify stress and stress relievers.
 Identify risk behaviors and practice healthy choices.
 Identify healthy foods.
 Identify behaviors that contribute to total wellness for individuals,
families and communities.
Achieve and maintain health enhancing level of physical activity.
• Develop, implement and evaluate goals for physical health.
• Engage in activities to improve cardio-vascular and muscular strength
and endurance, flexibility, and body composition.
Achieve and maintain health-enhancing level of physical activity.
• Assess and monitor current physical health to meet fitness goals.
• Engage in activities to maintain appropriate levels of cardiovascular
endurance, muscular, strength/flexibility, and body composition.
Practice preventive health behaviors.
• Demonstrate appropriate and effective stress management.
• Assess risk factors that contribute to healthy choices.
• Choose healthy foods.
• Demonstrate behaviors that contribute to holistic wellness for
individuals, families and communities.
Practice preventive health behaviors.
• Practice appropriate and effective stress management.
• Analyze risk factors and make healthy choices.
• Implement a plan reflecting healthy food choices.
• Implement behaviors that contribute to holistic wellness for
individuals, families and communities
Practice preventive health behaviors.
• Engage in appropriate stress-management strategies that enhance
health.
• Engage in behaviors that promote risk avoidance.
• Identify factors that influence healthy eating.
• Establish healthy eating behaviors.
• Engage in behaviors that promote positive mental and emotional health
for the individual, family and community.
Iowa State University Extension and Outreach programs are available to
all without regard to race, color, national origin, religion, sex, age, or
disability. Feb. 2015
st
21
in
partnership
with
Century Skills: Technology Literacy
Primary (K-2)
Evidence:
Intermediate (3-5)
Evidence:
Middle School (6-8)
Evidence:
High School (9-12)
Use technology to create projects, identify patterns, and make predictions. (21.K2.TL.1)
Use technology resources to create original products, identify patterns and problems, make
predictions, and propose solutions. (21.3-5.TL.1)
Demonstrate creative thinking in the design and development of innovative technology
products and problem solving. (21.6-8.TL.1)
Demonstrate creative thinking, construct knowledge, and develop innovative products and
processes using technology. (21.9-12.TL.1)
Use a variety of digital tools and media-rich resources to create projects.

Use technology to illustrate and communicate original ideas related to curriculum
content.

Create multimedia products with support from teachers, family members, and/or
student partners for the purpose of display, publication and/or performance.

Use technology resources to identify problems, help recognize and describe
patterns, make predictions and/or propose solutions.
Demonstrate creative thinking to generate new ideas and products using a variety of
technology tools and resources.
• Create and share new ideas, products, and processes related to curriculum content.
• Work individually and collaboratively to create, display, publish, or perform media-rich
products.
• Use models and simulations to identify problems and propose solutions.
• Use technology resources to gather and depict data, recognize trends, and project
outcomes.
Design, develop, create, and/or test digital technology products.
• Individually or collaboratively create media-rich products and display, publish, or perform
them for a variety of audiences.
• Use simulations to help understand complex, real-world systems, identify problems,
develop models, and analyze the output.
• Investigate global issues and make informed choices based on knowledge of technology
systems, resources, and services.
Apply existing knowledge to generate new ideas, products, or processes.
• Students design, develop, create, and/or test self-generated digital learning objects that
are accessible by as many users as possible, and demonstrate knowledge and skills related to
curriculum content.
Evidence:
Create original works as a means of personal or group expression.
• Students individually or collaboratively create media-rich products to be displayed,
published, or performed for a variety of audiences.
Use models and simulations to explore complex systems and issues.
• Students employ curriculum-specific, technology-based simulations to aid them in
understanding complex, real-world systems. Simulation studies include formulating
problems, developing models, running models, and analyzing outputs that help predict
behaviors and outcomes.
Identify trends and forecast possibilities.
• Students investigate complex global issues, make informed choices based on capabilities and
limitations of technology systems, resources, and services, and apply this learning to personal
and workplace needs.
Use a variety of technology tools and media-rich resources to work collaboratively with
others. (21.K-2.TL.2)
Use interactive technologies in a collaborative group to produce digital presentations or
products in a curricular area. (21.3-5.TL.2)
In a collaborative work group, use a variety of technologies to produce a digital
presentation or product in a curriculum area.
• Use technology resources for communicating and sharing ideas with others.
• Participate in learning activities with or about learners from other countries and/or
cultures.
Use a variety of technology tools to work collaboratively with others inside and outside the
classroom.
• Use telecommunication tools efficiently to communicate information and ideas to multiple
audiences.
• Access remote information using technology.
• Engage in learning activities with learners from other countries and/or cultures
• Appropriately contribute to project teams to produce original works or solve problems using
technology.
Collaborate with peers, experts, and others using interactive technology. (21.6-8.TL.2)
Interact and collaborate with peers, experts, and others using technology.
• Contribute to a content knowledge base by creating, producing, and sharing information,
models, and other creative works.
• Efficiently use technology tools and resources for communication and to access remote
information and exchange it with a variety of audiences.
• Engage in learning activities with learners from other countries and/or cultures using
telecommunication tools to create, produce, and share information, models, and other
projects with a global or cultural focus.
• Share knowledge and skills with local or distant teams of peers, experts, or others using
technology tools and resources to create group works and/or innovative solutions.
Use digital media and environments to communicate and work collaboratively, including at a
distance, to support individual learning and contribute to the learning of others. (21.9-12.TL.2)
Interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media.
• Using technology, students interact and collaborate with peers, experts, and others to
contribute to a content-related, media-rich knowledge base by compiling, synthesizing,
producing, and disseminating information, models, and other creative works.
Communicate information and ideas effectively to multiple audiences using a variety of media
and formats.
• Students use technology tools and resources, including distance and distributed education,
for effectively exchanging information with a variety of audiences in an array of media-rich
formats.
Develop cultural understanding and global awareness by engaging with learners of other
cultures.
• Students use a variety of existing online tools and emerging technologies for communicating
with and learning about people of other cultures. Students investigate, communicate, and
understand cultural norms manifested in music, literature, painting and sculpture, and
theater and film, resulting in greater global awareness.
Appropriately contribute to project teams to produce original works or solve problems.
• Students share knowledge and skills with local or distance teams of peers, experts, or others
using technological tools and resources to create collaborative works and/or innovative
sustainable solutions.
Utilize predetermined digital resources and tools to answer questions or solve problems.
(21.K-2.TL.3)
Utilize digital tools and resources to investigate real-world issues, answer questions, or solve
problems. (21.3-5.TL.3)
Follow a plan of action to guide inquiry by using predetermined digital resources.
• Locate and organize information from a variety of sources and media.
• Review provided resources, explain why they are or are not useful, and use information
appropriately.
• Identify, read, and report data from charts, graphs, and other sources.
Create a plan or process that utilizes digital tools and resources to investigate and answer
issues, questions, or problems.
• Locate, organize, and ethically use information from a variety of sources and media.
• Access information for specific purposes, and assess the validity of the information source.
• Identify, select, and organize data. Discuss and describe the results.
Plan strategies utilizing digital tools to gather, evaluate, and use information. (21.6-8.TL.3)
Apply digital tools to gather, evaluate, and use information. (21.9-12.TL.3)
Create a plan for the use of digital tools and resources to investigate a real-world issue.
• Locate, organize, analyze, evaluate, and synthesize information from a variety of sources
and media and use this information in a legal and ethical manner.
• Evaluate resources in terms of their usefulness and validity for research.
• Use technological tools to select data and organize it into a format that is easily understood
by others.
Plan strategies to guide inquiry.
• Students design a process which establishes criteria for selecting digital tools and resources
to use for in-depth investigation of a real-world task and justify the selection based on
efficiency and effectiveness.
Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media.
• Students model legal and ethical behaviors when using information and technology by
properly selecting, acquiring, and citing resources for research, information analysis, problem
solving, and decision making in content learning.
Evaluate and select information sources and digital tools based on the appropriateness to
specific tasks.
• Students access information efficiently and effectively, evaluate information critically and
competently, and use digital information and tools accurately and creatively for the issue or
problem at hand.
Process data and report results.
• Students use technological tools to select, organize, and analyze data, convert that
information into easily understood knowledge, and effectively convey the results to an
intended audience.
Use technological resources to investigate given questions or problems. (21.K2.TL.4)
Use technological resources to develop and refine questions for investigation. (21.3-5.TL.4)
Use a variety of technology resources to explore questions or problems.

Use technology to decide what information to locate and how to use that
information to complete a project.

Collect and explain data to identify commonalities or solutions to problems.

Explore the different ways that problems may be solved.
Choosing from a variety of real-world issues and/or problems, use technological resources to
develop and refine questions for investigation.
• Use technological resources to conduct research and complete a project.
• Identify trends or solutions or assist students in making decisions.
• Identify and explore diverse perspectives and processes to find multiple solutions to
problems.
Use critical thinking skills to conduct research, solve problems, and make informed decisions
using appropriate technological tools and resources. (21.6-8.TL.4)
Demonstrate critical thinking skills using appropriate tools and resources to plan and conduct
research, manage projects, solve problems and make informed decisions. (21.9-12.TL.4)
Identify real-world issues and analyze technological resources for developing and refining
questions for investigation.
• Effectively use multiple technological resources to develop a systematic plan for conducting
research. Develop possible solutions or a complete product to demonstrate knowledge and
skills.
• Use technology to gather, analyze, and assess data and its effectiveness to design, develop
and test possible solutions that assist students in making decisions.
• Analyze and evaluate information from a variety of perspectives and resources in order to
assess multiple solutions and investigate them from differing viewpoints.
Identify and define authentic, real-world problems and significant questions for investigation.
• Students identify global issues and analyze capabilities and limitations of current and
emerging technology resources in order to develop and refine investigatible questions.
Plan and manage activities to develop a solution or complete a project
• Students effectively use multiple technologies and resources to develop a systematic plan for
conducting research in order to assess potential sustainable solutions, or to develop a
complete product to demonstrate knowledge and skills.
Collect and analyze data to identify trends, solutions, or make informed decisions.
• Students use technology to gather appropriate data, analyze its application to a task, and
assess its effectiveness in order to design, develop, and test possible solutions that assist
students in making decisions.
Use multiple processes and diverse perspectives to explore alternative solutions.
• Students use multiple perspectives to analyze and evaluate information from a variety of
technological resources. Students critically assess numerous solutions and investigate them
from differing viewpoints.
Understand and practice appropriate and safe uses of technology. (21.K-2.TL.5)
Understand that stealing information and things others have created is the same as
stealing tangible items.
• Be aware of why it is unsafe for students to provide others with information about
themselves.
• Demonstrate awareness of the importance of communicating with adults about things
that might concern them.
• Understand why technology is useful in helping them complete a task.
• Use technology to explore personal interests.
• Demonstrate to others how to use technology tools in ways that assist, rather than
prevent, others from learning.
Understand and practice appropriate, legal, and safe uses of technology for lifelong learning.
(21.3-5.TL.5)
Understand the legal and ethical issues of technology as related to individuals, cultures, and
societies. (21.6-8.TL.5)
Understand human, cultural, and societal issues related to technology and practice legal and
ethical behavior. (21.9-12.TL.5)
Demonstrate awareness of the dangers of sharing personal information with others.
• Demonstrate an understanding of what electronic theft and plagiarism are and why they
are harmful.
• Identify the positive values of using technology to accomplish tasks.
• Use technology to explore and pursue personal interests.
• Show others how to use new technologies, and use technology in a way that assists, rather
than prevents, others from learning.
Use technology efficiently and in a manner that does not harm them or others.
• Demonstrate awareness of legal and ethical responsibilities when using copyrighted
material, and how a disregard of legal and ethical responsibilities affects others.
• Use online resources to work with others to complete a task and accept responsibility for
the results.
• Identify capabilities of contemporary technology resources.
• Develop examples of how technology systems and services can assist them in pursuing
personal interests.
Advocate and practice safe, legal, and responsible use of information and technology at an ageappropriate level.
• Students use technology efficiently and in a manner that does not harm them or others.
Their choices demonstrate and advocate for legal and ethical behaviors among peers, family,
and community regarding the use of technology and information. Students understand the
concept of acceptable use of copyrighted materials, and how disregarding intellectual
property affects others.
Exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity.
• Students willingly and routinely use online resources to meet needs for collaboration,
research, publication, communication, and productivity. Evidence for a positive attitude
includes a proclivity to help others with the use of technology in their learning.
Demonstrate personal responsibility for lifelong learning.
• Students use their skills to identify capabilities and limitations of contemporary and emerging
technology resources and assess the potential of these systems and services to address
personal, lifelong learning, and workplace needs. They use this knowledge to make informed
choices among technology systems, resources, and services.
Exhibit leadership for digital citizenship.
• Students use their skills to identify capabilities and limitations of contemporary and emerging
technology resources and assess the potential of these systems and services to address
personal, lifelong learning, and workplace needs. They use this knowledge to make informed
choices among technology systems, resources, and services.
Understand basic technology hardware and software and their application. (21.K-2.TL.6)
Choose the most appropriate technology tool for a given task.
• Demonstrate a basic knowledge of how technology is supposed to function and know
when it is not working properly.
• Know when to seek adult assistance for technology problems.
• Explore new technologies using existing skills and knowledge.
Understand technology hardware and software system operations and their application.
(21.3-5.TL.6)
Use everyday technology processes, hardware, and software
• Select the most efficient and appropriate technology tool for a specific task.
• Begin to identify the source of a problem with technology, and, if necessary, identify the
appropriate support personnel.
• Apply prior knowledge of technologies to new technologies.
Understand the underlying structure and application of technology systems. (21.6-8.TL.6)
Utilize technology for everyday use and understand how technology systems can be applied to
various situations.
• Select and use technology applications to conduct research, solve problems and produce
finished products.
• Identify the source of a problem with technology, and, if necessary, the appropriate
support personnel needed.
• Apply knowledge of technology to explore other technologies and be able to identify
commonalities among them.
Demonstrate a sound understanding of technology concepts, systems and operations. (21.912.TL.6)
Understand and use technology systems
• Students adapt to evolving technology systems and apply them for everyday use. They also
interpret the underlying structure of the system so it can be used for multiple purposes and
applied to unique situations.
Select and use applications effectively and productively
• Students select and apply technology tools for research, information analysis, problem
solving, and decision making. Students use technology tools and resources for managing and
communicating personal and professional information (e.g., finances, schedules, addresses,
purchases, correspondence).
Troubleshoot systems and applications.
• Students utilize a working knowledge of technology or technological support services to
identify a problem/issue and its solution.
Transfer current knowledge to learning of new technologies.
• Students apply what they know of one technology to intuitively utilize other technologies.
Iowa State University Extension and Outreach programs are available to
all without regard to race, color, national origin, religion, sex, age, or
disability. Feb. 2015
in
partnership
with
Political Science/Civic Literacy
Primary (K-2)
Understand the basic concepts of government and democracy and that the
Constitution defines the rights and responsibilities of citizens. (SS.K2.PSCL.1)
•
•
•
•
Understand what the US Constitution is and why it is important.
Understand the purpose of rules.
Understand the concept of fairness.
Understand rights and responsibilities.
Understand how government affects citizens and how citizens affect
government. (SS.K-2.PSCL.2)
•
•
•
•
Understand the purpose of government.
Understand the characteristics of a good leader.
Understand respect for other’s point of view.
Understand the concepts of power and authority
Evidence:
Intermediate (3-5)
Evidence:
Middle School (6-8)
Evidence:
High School (9-12)
Understand the rights and responsibilities of each citizen and
demonstrate the value of lifelong civic action. (SS.3-5.PSCL.1)
Understand the rights and responsibilities of each citizen and
demonstrate the value of lifelong civic action. (SS.6-8.PSCL.1)
Understand the rights and responsibilities of each citizen and
demonstrate the value of lifelong civic action. (SS.9-12.PSCL.1)
• Understand what it means to be a citizen.
• Understand why civic responsibility is important and know examples of
civic responsibility.
• Understand that Congress passes laws to protect individual rights.
• Understand how people can participate in their government.
• Understand what political leaders do and why leadership is necessary in
a democracy.
• Understand opportunities for leadership and public service in the
student’s own classroom, school, community, state, and the nation.
• Understand the importance of voluntarism as a characteristic of
American society.
• Understand rights, roles and status of the individual in relation to the
general welfare.
• Understand issues regarding personal, political, and economic rights.
• Understand what is meant by the "scope and limits" of a right.
• Understand participation in civic and political life can help bring about
the attainment of individual and public goals.
• Understand the functions of political leadership and why leadership is a
vital necessity in a democracy.
• Understand the importance of voluntarism as a characteristic of
American society.
• Understand rights, roles, and status of the individual in relation to the
general welfare.
• Understand that constitutional democracy requires the participation of
an attentive, knowledgeable, and competent citizenry.
• Understand personal, political, and economic rights are secured by
constitutional government, the rule of law, checks and balances, an
independent judiciary, and a vigilant citizenry.
• Understand ways citizens participate in the political process at local,
state, and national levels.
• Understand the importance of becoming knowledgeable about public
affairs.
• Understand the importance of voluntarism as a characteristic of
American society.
Understand how the government established by the Constitution
embodies the enduring values and principles of democracy and
republicanism. (SS.3-5 PSCL.2)
Understand how the government established by the Constitution
embodies the principles of democracy and republicanism. (SS.6-8.PSCL.2)
Understand how the government established by the Constitution
embodies the enduring values and principles of democracy and
republicanism. (SS.9-12.PSCL.2)
• Understand the central ideas of American constitutional government and
how this form of government has shaped the character of American
society.
• Understand the role of government in major areas of domestic and
foreign policy.
• Understand the fundamental values and principles of American
democracy.
• Understand the difference between power and authority.
• Understand fundamental values and principles of American democracy
are expressed in documents such as the Declaration of Independence,
the Preamble to the United States Constitution, and the Bill of Rights, as
well as in American songs, stories, and speeches.
• Understand the costs and benefits of diversity in American society.
• Understand the essential ideas of American government that are
expressed in the Declaration of Independence, the Constitution, and
other documents.
• Understand the concepts of constitutional government as fundamental
principles of American democracy.
• Understand the essential characteristics of limited and unlimited
governments.
• Understand the basic concepts of a federal system of government.
• Understand values such as individual rights, the common good, self
government, justice, equality, diversity, openness and free inquiry,
truth, patriotism are fundamental to American public life.
• Understand the type of citizenry needed to establish and maintain
constitutional government.
Understand the purpose and function of each of the three branches of
government established by the Constitution. (SS.3-5.PSCL.3)
Understand the purpose and function of each of the three branches of
government established by the Constitution. (SS.6-8.PSCL.3)
Understand the purpose and function of each of the three branches of
government established by the Constitution. (SS.9-12.PSCL.3)
• Understand that the legislative branch passes laws to protect individual
rights.
• Understand that the executive branch carries out and enforces laws to
protect individual rights.
• Understand that the judicial branch, headed by the Supreme Court,
makes decisions concerning the law that aim to protect individual
rights.
• Understand the primary responsibilities of each branch of government
in a system of shared powers (legislative, executive, judicial) and ways
in which each branch shares the powers and functions of the other
branches.
• Understand how the legislative, executive, and judicial branches use
checks and balances.
• Understand the purpose of government and how its powers are
acquired, used and justified.
• Understand the necessity of politics and government.
• Understand the purposes, organization, and functions of the legislative,
executive, and judicial branches and the independent regulatory
agencies.
Understand the similarities and differences among the complex levels of
local, state and national government (SS.6-8.PSCL.4).
Understand the differences among the complex levels of local, state and
national government and their inherent, expressed, and implied powers.
(SS.9-12.PSCL.4)
• Understand the relationship between state and local governments and
the national government.
• Understand the powers and responsibilities of local, state and national
governments.
Evidence:
• Understand the design and features of the Constitution prevent the
abuse of power by aggregating power at the national, state, and local
levels and using a system of checks and balances.
• Understand provisions of the Constitution and principles of the
constitutional system help to insure a government that will not exceed
its limits.
• Understand the limits the United States Constitution places on the
powers of the states and on the powers of the national government over
state governments.
• Understand the policies of state and local governments provide citizens
with ways to monitor and influence the actions of members of
government and hold them responsible for their actions.
Understand strategies for effective political action that impacts local,
state and national governance. (SS.6-8.PSCL.5)
Understand strategies for effective political action that impact local,
state, and national governance. (SS.9-12.PSCL.5)
• Understand the concept of civic responsibility.
• Understand the importance of political leadership, public service, and a
knowledgeable citizenry in American democracy.
• Understand the concept of political leadership in the student’s own
school, community, state, and the nation.
• Understand participation in civic and political life can help citizens attain
individual and public goals.
• Understand the role of diversity in American life and the importance of
shared values, political beliefs, and civic beliefs in an increasingly diverse
American society.
Understand how laws are established at the local, state and national
levels. (SS.6-8.PSCL.6)
Understand how law and public policy are established at the local, state,
and national levels of government. (SS.9-12.PSCL.6)
• Understand the concept of public policy.
• Understand the sources, purposes, and functions of law, and the
importance of the rule of law for the protection of individual rights and
the common good.’’
• Understand the purposes and functions of law.
• Understand the processes by which public policy concerning a local,
state, or national issue is formed and carried out.
• Understand issues concerning the relationship between state and local
governments and the national government.
Understand how various political systems throughout the world define
the rights and responsibilities of the individual. (SS.6-8.PSCL.7)
Understand how various political systems throughout the world define the
rights and responsibilities of the individual. (SS.9-12.PSCL.7)
• Understand constitutions protect individual rights and promote the
common good.
• Understand the essential characteristics of limited and unlimited
governments.
• Understand ideologies, structures, institutions, processes and political
cultures of different political systems in the world.
• Understand the essential characteristics of limited and unlimited
governments.
Understand the United States has a role in current world affairs. (SS.K2.PSCL.
Understand the role of the United States in current world affairs. (SS.35.PSCL.5)
Understand the role of the United States in current world affairs. (SS.68.PSCL.8)
Understand the role of the United States in current world affairs. (SS.912.PSCL.8)
• Understand the world is divided into nations.
• Understand how the nations of the world interact with one another.
• Understand that the world is divided into many different nations with
each one having its own government.
• Understand the major ways nations interact with each other such as
trade, diplomacy, cultural contacts, treaties or agreements, and use of
military force.
• Understand factors that contribute to cooperation and cause disputes
within and among groups and nations.
• Understand conditions, actions and motivations that contribute to
conflict and cooperation within and among nations.
• Understand current foreign policy issues and the means the United
States is using to deal with them.
• Understand conditions, actions and motivations that contribute to
conflict and cooperation within and among nations.
• Understand the significance of foreign policies and events in the United
States' relations with the world.
• Understand the idea of national interest and how it is used as a criterion
for shaping American foreign policy.
• Understand the effects that significant world political developments have
on the United States.
• Understands the influence that American ideas about rights have had
abroad and how other peoples’ ideas about rights have influenced
Americans.
Iowa State University Extension and Outreach programs
are available to all without regard to race, color, national
origin, religion, sex, age, or disability. Feb. 2015
in
partnership
with
History
Primary (K-2)
Understand people construct knowledge of the past from multiple and various types of
sources. (SS.K-2.H.1)
• Understand past, present, and future time in relation to historical events.
• Understand that primary sources such as artifacts, photographs, and documents are
used to learn about the past.
• Understand timelines.
• Understand that people in different times and places view the world differently.
Evidence:
Intermediate (3-5)
Evidence:
Middle School (6-8)
Evidence:
High School (9-12)
Understand historical patterns, periods of time and the relationships
among these elements. (SS.3-5.H.1)
Understand historical patterns, periods of time and the relationships
among these elements. (SS.6-8.H.1)
Understand historical patterns, periods of time and the relationships
among these elements. (SS.6-8.H.1)
• Understand the similarities and differences between various
civilizations within a time period.
• Understand problems, issues, and dilemmas of life in the past and
their causes.
• Understand differences in life today compared to life in the past
• Understand causes and effects of events within a time period.
• Understand concepts such as chronology, causality, change, conflict,
and complexity.
• Understand historical periods and patterns of change within and
across cultures, such as the rise of civilizations, the development of
transportation systems, the growth and breakdown of colonial
systems, and others.
•
•
•
Understand how and why people create and participate in governance. (SS.K-2.H.2)
Understand concepts such as chronology, causality, change, conflict,
and complexity to explain, analyze, and show connections among
patterns of historical change and continuity.
Understand significant historical periods and patterns of change
within and across cultures, such as the development of ancient
cultures and civilizations, the rise of nation states, and social,
economic, and political revolutions.
Understand patterns of social and cultural continuity in various
societies.
Understand how and why people create, maintain, or change systems
of power, authority, and governance. (SS.3-5.H.2)
Understand how and why people create, maintain or change systems
of power, authority, and governance. (SS.6-8.H.2)
Understand how and why people create, maintain or change systems of
power, authority, and governance. (SS.6-8.H.2)
• Understand groups and institutions work to meet individual needs
and the common good of all.
• Understand that belief systems affect government policies and laws.
• Understand the consequences of governmental decisions.
• Understand political events that shaped the development of
governments.
• Understand patterns of nationalism, state-building, religious and
social reform.
•
Understand culture and how cultural diffusion affects the development and
maintenance of societies. (SS.K-2.H.3)
Understand the role of culture and cultural diffusion on the
development and maintenance of societies. (SS.3-5.H.3)
Understand the role of culture and cultural diffusion on the
development and maintenance of societies. (SS.6-8.H.3)
Understand the role of culture and cultural diffusion on the
development and maintenance of societies. (SS.6-8.H.3)
• Understand cultures influence society and government.
• Understand reasons groups of people moved into and within the United States long
ago and today.
• Understand the different roles of majority and minority groups in society.
• Understand ways culture has influenced interactions of various
groups.
• Understand ways culture affects decisions of a society, group or
individual.
• Understand major historical events and developments that involved
interaction among various groups.
• Understand ways groups, societies, and cultures have met human
needs and concerns in the past.
• Understand how information and experiences from the past may be
interpreted by people from diverse cultural perspectives and frames
of reference.
• Understand language, literature, the arts, architecture, other
artifacts, traditions, beliefs, values, and behaviors have contributed to
the development and transmission of culture.
•
• Understand the need for government and how our government came to be.
• Understand national symbols through which American values and principles are
expressed.
• Understand factors that contribute to disputes or cooperation in groups and nations
•
•
•
•
•
•
Understand the purpose of government and how its powers have
been acquired, used, and justified.
Understand different political systems from historical periods.
Understand from a historical perspective the purpose and effects of
treaties, alliances, and international organizations that characterize
today's interconnected world.
Understand the ways groups, societies, and cultures have addressed
human needs and concerns in the past.
Understand societal patterns for preserving and transmitting culture
while adapting to environmental or social change.
Understand the value of cultural diversity, as well as cohesion, within
and across groups.
Understand the origins, central ideas, and global influence of world
religions
Understand cultural factors that have promoted political conflict.
Understand individuals and groups within a society may promote change or the status
quo. (SS.K-2.H.4)
Understand the role of individuals and groups within a society as
promoters of change or the status quo. (SS.3-5.H.4)
Understand the role of individuals and groups within a society as
promoters of change or the status quo. (SS.6-8.H.4)
Understand the role of individuals and groups within a society as
promoters of change or the status quo. (SS.6-8.H.4)
• Understand the roles historic and ordinary Americans have played in changing society
and government.
• Understand ways science and technology have changed the lives of people.
• Understand changes in values, beliefs, and attitudes have resulted in technological
and scientific knowledge.
• Understand that changes in society may or may not be beneficial.
• Understand roles of important individuals and groups in technological
and scientific fields.
• Understand that specific individuals had a great impact on history
• Understand the people, events, problems, and ideas that were
significant in creating the history of their state.
• Understand how democratic values have been exemplified by people,
events, and symbols.
• Understand that specific individuals and the values those individuals
held had an impact on history.
• Understand significant events and people, including women and
minorities, in the major eras of history.
•
•
•
•
Understand the significance of important people, their work, and
their ideas in the areas of political and intellectual leadership,
inventions, discoveries, and the arts.
Understand the role the values of specific people in history played in
influencing history.
Understand the significant religious, philosophical, and social
movements and their impacts on society and social reform.
Understand the effect of "chance events" on history.
Understand economic needs and wants affect individual and group decisions. (SS.K2.H.5)
Understand the effect of economic needs and wants on individual and
group decisions. (SS.3-5.H.5)
Understand the effect of economic needs and wants on individual and
group decisions. (SS.6-8.H.5)
Understand the effect of economic needs and wants on individual and
group decisions. (SS.6-8.H.5)
• Understand the differences between needs and wants.
• Understand the need for public and private goods and services and the workers who
provide them.
• Understand the development of technological innovations and their economic
effects.
• Understand changes in transportation and communication and their effects.
• Understands factors that shaped the economic system in the United
States.
• Understand that economic activities in the community have changed
over time.
• Understand that types of work local community members do have
changed over time.
• Understand economic concepts that help explain historical and
current developments and issues in local, national, or global contexts.
• Understand reform, revolution, and social change in the world
economy.
•
•
•
•
•
Understand relationship between geography and historical events. (SS.K-2.H.6)
• Understand that science and technology can affect physical environments.
• Understand why people developed a region.
• Understand that the earth's physical features have changed over time.
Understand the effects of geographic factors on historical events. (SS.35.H.6)
Understand the effects of geographic factors on historical events.
(SS.6-8.H.6)
• Understand varying landforms and geographic features and their
importance in the development of communities.
• Understand seasons, climate, and weather, environmental change and
crises affect social and economic development.
• Understand major land and water routes of explorers.
• Understand that historical events have been influenced by, and have
influenced, physical and human geographic factors in local, regional,
national, and global settings.
• Understand the forces of cooperation and conflict that shaped the
divisions of Earth's surface.
• Understand geography is used to interpret the past.
p
Understand how economic issues have influenced society in the past.
Understand connections between the cultural achievements of early
civilizations and the development of political and economic
institutions.
Understand that choices made by individuals, firms, or government
officials often have unintended consequences that can offset the
initial effects of the decision.
Understand that the introduction of new products and production
methods by entrepreneurs has impacted economic growth,
competition, technological progress, and job opportunities.
Understand the historical relationship between economic growth,
higher production levels, new technologies, and standard of living.
Understand the effects of geographic factors on historical events. (SS.68.H.6)
•
•
•
•
Understand ways that historical events have been influenced by, and
have influenced, physical and human geographic factors in local,
regional, national, and global settings.
Understand reasons for changes in the world's political boundaries.
Understand the historic reasons for conflicts within specific world
regions.
Understand past government policies designed to change a country's
population characteristics.
Understand the role of innovation on the development and interaction
of societies. (SS.3-5.H.7)
Understand the role of innovation on the development and interaction
of societies. (SS.6-8.H.7)
• Understand the influence of cultural, scientific, and technological
decisions on societies.
• Understand ways science and technology have changed the way
people think about the natural world
• Understands that the use of technology in the local community has
changed over time.
• Understand technology has influenced the course of history through
revolutions in agriculture, manufacturing, sanitation, medicine,
warfare, transportation, information processing, and communication.
• Understand the impact of new inventions and technological
developments in various regions of the world.
Understand cause and effect relationships and other historical thinking skills in order
to interpret events and issues. (SS.K-2.H.7)
Understand cause and effect relationships and other historical
thinking skills in order to interpret events and issues. (SS.3-5.H.8)
Understand cause and effect relationships and other historical
thinking skills in order to interpret events and issues. (SS.6-8.H.8)
Understand cause and effect relationships and other historical thinking
skills in order to interpret events and issues. (SS.6-8.H.8)
• Understand that historical decisions can help inform current public issues.
• Understand historical research methods.
• Understand the difference between fact and fiction.

• Understand processes such as using a variety of sources, providing,
validating, and weighing evidence for claims, checking credibility of
sources, and searching for causality.
• Understand relationships between and among significant events.
• Understand facts and concepts drawn from history, along with
methods of historical inquiry, to inform decision-making about and
action-taking on public issues.
• Understand how and why events may be interpreted differently
depending upon the perspectives of participants, witnesses,
reporters, and historians.
•
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
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Understand processes important to reconstructing and
interpreting the past.
Understand the historical perspective including cause and effect.
Understand how to view the past in terms of the norms and
values of the time.
Understand interpretation of data in timelines.
Evidence:
Understand the role of innovation on the development and interaction
of societies. (SS.6-8.H.7)
•
• Understand significant changes caused by technology,
industrialization, urbanization, and population growth and the effects
of these changes.
• Understand the historical impact of the interaction and
interdependence of science, technology, and society in a variety of
cultural settings.
•
•
•
•
•
Understand processes such as using a variety of sources, providing,
validating, and weighing evidence for claims, checking credibility of
sources, and searching for causality.
Understand relationships between and among significant events.
Understand facts and concepts drawn from history, along with
methods of historical inquiry, to inform decision-making about and
action-taking on public issues.
Understand the process of critical historical inquiry to reconstruct
and reinterpret the past.
Understand multiple viewpoints within and across cultures related to
important events, recurring dilemmas, and issues.
Understand how and why events may be interpreted differently
depending upon the perspectives of participants, witnesses,
reporters, and historians.
Iowa State University Extension and Outreach programs are
available to all without regard to race, color, national origin,
religion, sex, age, or disability. Feb. 2015
in
partnership
with
Geography
Primary (K-2)
Evidence:
Intermediate (3-5)
Evidence:
Middle School (6-8)
Evidence:
High School (9-12)
Understand the use of geographic tools to locate and analyze
information about people, places, and environments. (SS.3-5.G.1)
Understand the use of geographic tools to locate and analyze
information about people, places, and environments. (SS.6-8.G.1)
Understand the use of geographic tools to locate and analyze information
about people, places, and environments. (SS.9-12.G.1)
• Understand political, topographical and historical maps, aerial photos
and maps.
• Understand the use of mental maps to organize information about
people, places, and environments in a spatial context.
• Understand the concepts of title, legend, cardinal directions, distance,
grids.
• Understand the use of data sources, atlases, data bases, grid systems,
charts, graphs, and maps to generate, manipulate, and interpret
information.
• Understand the spatial elements of point, line, area and volume.
• Understand the representations of major physical and human features
on maps and globes.
• Understand the characteristics and purposes of geographic tools and
representations of the earth such as maps, globes, graphs, charts,
models, grid systems, aerial and other photographs, GIS, satelliteproduced images and databases.
• Understand mental maps of locales, regions and the world.
• Understand geographic relationships such as population density and
spatial distribution patterns.
• Understand the characteristics and uses of geographic technologies.
• Understand geographic representations and tools used to analyze,
explain and solve geographic problems.
• Understand the use of mental maps of physical and human features of
the world to answer complex geographic questions.
• Understand perspective and point of view in interpreting data on maps.
• Understand the value of using maps from different sources and points of
view.
Understand how geographic and human characteristics create culture
and define regions. (SS.K-2.G.2)
Understand how geographic and human characteristics create culture
and define regions. (SS.3-5.G.2)
Understand how geographic and human characteristics create culture
and define regions. (SS.6-8.G.2)
Understand how physical and human characteristics create and define
regions. (SS.9-12.G.2)
• Understand human and physical characteristics of places. (Ex. rural,
urban, forest, desert, etc.).
• Understand the concept of regions according to physical and human
criteria.
• Understand the concept of culture.
• Understand the concepts of urban and suburban.
• Understand that different people living in the same region maintain
different ways of life.
• Understand the characteristics of regions--physical and cultural.
• Understand regions change over time and the causes and
consequences of these changes.
• Understand ways regional, ethnic, and national cultures influence
individuals' daily lives.
• Understand how people from different cultures think about and deal
with their physical environment and social conditions.
• Understand language, stories, folktales, music and artistic creations
serve as expressions of culture and influence behavior of people.
•
•
•
•
Understand human and physical characteristics of place.
Understand the concept of region.
Understand the physical environment affects life in different regions.
Understand communities reflect the cultural backgrounds of their
inhabitants.
• Understand patterns of cultural diffusion.
• Understand culture as an integrated whole that explains the function
and interactions of language, literature, the arts, traditions, beliefs and
values and behavior patterns.
• Understand regional boundaries change.
• Understand places and regions are important to individual human
identity and as symbols for unifying or fragmenting society.
• Understand external forces can conflict economically and politically with
internal interests in a region.
Understand how human factors and the distribution of resources affect
the development of communities and the movement of populations.
(SS.K-2.G.3)
Understand how human factors and the distribution of resources affect
the development of society and the movement of populations. (SS.35.G.3)
Understand how human factors and the distribution of resources affect
the development of society and the movement of populations. (SS.68.G.3)
Understand how human factors and the distribution of resources affect
the development of society and the movement of populations. (SS.912.G.3)
• Understand why people choose to settle in different places.
• Understand the role that resources play in human's daily lives.
• Understand modes of transportation used to move products, people
and ideas.
•
•
•
•
Understand causes and effects of human migration.
Understand reasons for the growth and decline of settlements.
Understand density and sparcity in terms of human settlement.
Understand the relationship between population growth and resource
use.
• Understand the concepts of renewable and non-renewable resources.
• Understand recycling.
• Understand the relation between economic activities and natural
resources in areas.
• Understand physical and cultural patterns and their interactions, such
as land use, settlement patterns, cultural transmission of customs and
ideas, and ecosystem changes.
• Understand world patterns of resource distribution and utilization.
• Understand the role of technology in resource acquisition and use, and
its impact on the environment.
• Understand the development and widespread use of alternative energy
sources have an impact on societies.
• Understand physical and human geographic factors have influenced
major historic events and movements
• Understand population issues.
• Understand international migrations are shaped by push and pull
factors.
• Understand the impact of human migration on physical and human
systems.
• Understand the impact of policy decisions regarding the use of resources
in different regions of the world.
• Understand issues related to the reuse and recycling of resources.
• Understand the physical and human factors that have led to famines and
large-scale refugee movements.
• Understand competition for and conflict over natural resources.
Understand how physical processes and human actions modify the
environment and how the environment affects humans. (SS.3-5.G.4)
Understand how physical processes and human actions modify the
environment and how the environment affects humans. (SS.6-8.G.4)
Understand how physical and human processes shape the Earth’s surface
and major ecosystems. (SS.9-12.G.4)
• Understand the characteristics of places are shaped by physical and
human processes.
• Understand humans interact and adapt to the physical environment.
• Understand ways to monitor science and technology in order to protect
the physical environment, individual rights and the common good.
• Understand laws and policies that govern the environment.
• Understand human systems develop in response to conditions in the
physical environment.
• Understand major processes that shape patterns in the physical
environment.
• Understand the environmental consequences of both the unintended
and intended outcomes of major technological changes in human
history.
• Understand technology influences the human capacity to modify the
physical environment.
• Understand the environmental consequences of people changing the
physical environment.
• Understand ecosystems in terms of their characteristics and ability to
withstand stress caused by physical events.
• Understand relationships between soil, climate, plant and animal life
affect the distributions of ecosystems.
• Understand the importance of ecosystems in understanding the
environment.
• Understand physical processes affect different regions of the United
States and the world.
• Understand social, cultural and economic processes shape the features
of places.
• Understand the effects of human and physical changes in ecosystems
both locally and globally
Understand the use of geographic tools to locate and analyze
information about people, places, and environments. (SS.K-2.G.1)
• Understand representations of the earth such as maps, globes and
photographs.
• Understand representations of locales and regions on maps and globes.
Understand how geographic processes and human actions modify the
environment and how the environment affects humans. (SS.K-2.G.4)
• Understand ways in which people depend on the physical environment.
• Understand humans impact the environment in positive and negative
ways.
• Understand the environment impacts humans in positive and negative
ways.
• Understand areas of a community have changed over time.
Evidence:
Understand how human actions modify the environment and how the
environment affects humans. (SS.9-12.G.5)
• Understand competition for control of the Earth's surface can have a
positive or negative effect on the planet and its inhabitants.
• Understand the global impact of human changes in the physical
environment.
• Understand programs and positions related to the use of resources on a
local to global scale.
Understand how culture affects the interaction of human populations
through time and space. (SS.9-12.G.6)
• Understand technology and human mobility have changed various
cultural landscapes.
• Understand the processes of spatial change have affected history.
• Understand the role culture plays in incidences of cooperation and
conflict in the present day world.
• Understand the causes of boundary conflicts and internal disputes
between culture groups.
• Understand diverse cultural responses to persistent human issues.
Understand how cultural factors influence the design of human
communities. (SS9-12.G.7)
• Understand the impact of changing global patterns of trade and
commerce on the local community and predict the future impact of
these patterns.
• Understand cultures influence the characteristics of regions.
• Understand people create places that reflect culture, human needs,
government policy, and current values and ideals as they design and
build places.
Iowa State University Extension and Outreach programs are available to
all without regard to race, color, national origin, religion, sex, age, or
disability. Feb. 2015
in
partnership
with
Economics
Primary (K-2)
Evidence:
Intermediate (3-5)
Evidence:
Middle School (6-8)
Evidence:
High School (9-12)
Understand the function of common financial instruments. (SS.6-8.E.7)
Understand the function of common financial instruments. (SS.9-12.E.1)
• Understand checking accounts.
• Understand that bank accounts, loans and other services vary from
one bank to another.
•
•
•
•
•
Understand the cost of borrowing money over long periods of time.
Understand the concept of insurance.
Understand credit cards.
Understand the role of personal taxes in society.
Understand different financial investments, such as mutual funds, stocks
and bonds.
• Understand saving for retirement.
Understand the role of scarcity and economic trade-offs and how economic
conditions impact people’s lives. (SS.K-2.E.1)
Understand the role of scarcity and economic trade-offs and how
economic conditions impact people’s lives. (SS.3-5.E.1)
Understand the role of scarcity and economic trade-offs and how
economic conditions impact people's lives. (SS.6-8.E.1)
Understand the role of scarcity and economic trade-offs and how
economic conditions impact people’s lives. (SS.9-12.E.2)
• Understand people are both consumers and producers.
• Understand that a cost is what you give up when you decide to do something,
and a benefit is something that satisfies your wants.
• Understand that since people cannot have everything they want, they must
make choices about using goods and services to satisfy wants.
• Understand that goods and services are scarce because there are not
enough resources to satisfy all of the wants of individuals,
governments, and societies
• Understand that consumers buy less of products and services when
prices go up and buy more when prices go down.
• Understand that businesses are willing to sell more products and
services when prices go up and less when the price goes down.
• Understand the concept of unemployment.
• Understand the importance of work.
• Understand how competition among sellers results in lowers costs and
higher product quality.
• Understand the cost and benefits of economic trade-offs and how
scarcity of resources affects costs and benefits.
• Understand economic trade-offs at different levels (personal, business,
local government).
• Understand the short term and long term impact of economic tradeoffs on society.
• Understand the concepts of marginal benefit and marginal cost in
connection to economic actions.
• Understand increases and decreases in productivity are influenced by
positive and negative incentives.
• Understand production possibilities curves.
• Understand the impact of increases in wages or a change in government
policy (new taxes, interest rate, subsidies) on consumers, producers,
workers, savers and investors.
• Understand the role of business plans.
• Understand long-term unintended consequences of economic choices
made by individuals, businesses, and governments.
• Understand the unemployment rate.
Understand that the basic nature of economics is an exchange of resources.
(SS.K-2.E.2)
Understand the functions of economic institutions. (SS.3-5.E.2)
Understand the functions of economic institutions. (SS.6-8.E.2)
Understand the functions of economic institutions. (SS.9-12.E.3)
• Understand that banks provide money to consumers and serve as the
intermediary between savers and borrowers.
• Understand the services that are available at banks and credit unions.
• Understand the process of interests and payments for goods.
• Understand the role banks play among savers, borrowers, and
investors.
• Understand the types of specialized economic institutions found in
market economies (corporations, partnerships, cooperatives, labor
unions, banks, and nonprofit organizations).
• Understand the basic functions of money.
• Understand the composition of the money supply.
• Understand that economic institutions have different goals, rules, and
constraints.
• Understand banks and other financial institutions affect the economy.
• Understand government policies affect economic institutions.
• Understand the role of non-profit organizations.
Understand how governments throughout the world influence economic
behavior. (SS.K-2.E.3)
Understand how governments throughout the world influence economic
behavior. (SS.3-5.E.3)
Understand how governments throughout the world influence
economic behavior. (SS.6-8.E.3)
Understand how governments throughout the world influence economic
behavior. (SS.9-12.E.4)
• Understand that some goods and services are provided by governments.
• Understand the purpose of taxes.
• Understand the concept of capitalism.
• Understand that the government pays for goods and services it
provides by taxing and borrowing.
• Understand that all societies have developed economic systems and
there are advantages and disadvantages to each type of system.
• Understand when consumers buy goods some of the money that goes
to the business is used to pay for resources and taxes.
•
•
•
•
•
Understand goods and services that the government provides.
Understand the government's purpose in preventing monopolies.
Understand how taxes are used at the local, state, and national levels.
Understand revenues and expenditures in the federal budget.
Understand the concepts of balanced budget, budget deficit, budget
surplus, and national debt.
• Understand the role of the Federal Reserve on the economy.
• Understand the process of filing personal tax returns.
• Understand the role of fiscal and monetary policies in governments.
• Understand government regulation of industries.
• Understand the economic trade-offs of government assistance
programs.
• Understand the impact of the federal budget on the economy at the
individual, household, and business levels.
• Understand changes in spending and taxation affect national deficits,
surpluses, and debt.
• Understand the role of the Federal Reserve.
Understand people in all parts of the world trade with one another. (SS.K2.E.4)
Understand factors that create patterns of interdependence in the world
economy. (SS.3-5.E.4)
Understand factors that create patterns of interdependence in the
world economy. (SS.6-8.E.4)
Understand how universal economic concepts present themselves in
various types of economies throughout the world. (SS.9-12.E.5)
• Understand the basic concept of trading.
• Understand that different currencies are used throughout the world.
• Understand that when countries specialize they become more
interdependent.
• Understand the impact of increasing economic interdependence in
different regions of the world.
• Understand that local goods and services are part of the global
economy.
• Understand the concepts of exports and imports.
• Understand the impact of imported and exported goods and services
in the local community.
• Understand the concepts of free trade and trade barriers.
• Understand trade barriers imposed by the United States from a
historical perspective and the impact of those actions.
• Understand the interdependence of America and other regions of the
world in terms of imports and exports.
• Understand balance of trade and trade deficits and their impact on the
price of goods.
• Understand that the increased interdependence of the world market
causes economic conditions in one country to affect others.
• Understand the law of supply and demand affects the price of products.
• Understand major world economic systems.
• Understand factors that influence Gross Domestic Product for specific
countries.
• Understand different policies and actions that combat inflation,
deflation, and recession.
• Understand economic self-interest influences economic decisions.
Understand that changes in technology impact individuals, the economy and
society. (SS.K-2.E.5)
Understand that advancing technologies impact the global economy.
(SS.3-5.E.5)
Understand the impact of advancing technologies on the global
economy. (SS.6-8.E.5)
Understand the local, state, regional, national, and international factors
that create patterns of interdependence in the global economy. (SS.912.E.6)
• Understand that the types of jobs and goods and services change over time.
• Understand the technological developments that influenced changes in
communication and transportation.
• Understand that people are always inventing new ways to solve problems and
accomplish work.
• Understand that manufacturing technology creates a design of a product and
then produces the product in quantity.
• Understand that technologies have costs and benefits associated with
them.
• Understand that new inventions reflect people's needs and wants; and
when these change, technology changes to reflect the new needs and
wants.
• Understand that the design process is a series of methodical steps for
turning ideas into useful products and systems.
• Understand that the manufacturing process includes designing
product, gathering the resources, and producing a finished product.
• Understand the evolution of technology over time.
• Understand the role of technologies that interlock the global economy.
• Understand the role of investment and government support in
advancing technologies.
Understand the universal economic concept of needs and wants. (SS.K-2.E.6)
Understand that all economies throughout the world rely upon universal
concepts. (SS.3-5.E.6)
Understand how universal economic concepts present themselves in
various types of economies throughout the world. (SS.6-8.E.6)
Understand the impact of advancing technologies on the global
economy. (SS.9-12.E.7)
• Understand that there are producers and consumers in all economies.
• Understand supply and demand in various types of economies.
• Understand that production, distribution, exchange, and consumption
of goods and services are economic decisions with which all societies
and nations must deal.
• Understand how nations throughout the world have joined with one
another to promote economic development and growth.
• Understand barriers to trade among people across nations.
• Understand the different types of economies and universal economic
concepts (supply and demand, production, consumption, labor, capital,
etc.) and their influence on each other.
• Understand how the laws of supply and demand affect price and
consumers' responses to prices.
• Understand how the change of price for one good or service can affect
the price for other goods and services.
• Understand causes of inflation, deflation, and recessions and who
gains or loses from them.
• Understand the relation between gross domestic products and
standards of living among countries.
• Understand unemployment.
• Understand the role of profit in motivating entrepreneurs in starting
new businesses.
• Understand the role of technologies that interlock the global economy.
• Understand the role of investment and government support in
advancing technologies.
• Understand the impact of green technologies in the global economy.
• Understand the role of money in everyday life.
• Understand that a price is the amount of money people pay for a good or
service.
• Understand that people sell resources to businesses to earn income.
• Understand that in an exchange people trade goods and services for other
goods and services or for money.
• Understand that money is a good that can be used to buy all other goods and
services.
• Understand that barter is trading goods and services for other goods and
services without using money.
• Understand natural resources are from nature; capital resources are made by
humans; human resources (labor) are the efforts of people who produce
goods and services.
• Understand the difference between needs and wants.
• Understand the concepts of consumers and producers.
• Understand that people make choices because they cannot have everything
they want.
Evidence:
• Understand the difference between domestic and global economic
systems and how the two interact.
• Understand absolute and comparative advantage.
• Understand the costs and benefits of free trade among countries.
• Understand trade barriers imposed by the United States from a
historical perspective and the impact of those actions.
• Understand the role of exchange rates between countries and their
effect on purchasing power.
• Understand government subsidies to industries and the effect on global
trade.
Iowa State University Extension and Outreach programs are
available to all without regard to race, color, national origin,
religion, sex, age, or disability. Feb. 2015
in
partnership
with
Behavioral Sciences
Primary (K-2)
Evidence:
Intermediate (3-5)
Evidence:
Middle School (6-8)
Evidence:
High School (9-12)
Understand the changing nature of society. (SS.K-2.BS.1)
Understand the changing nature of society. (SS.3-5.BS.1)
Understand the changing nature of society. (SS.6-8.BS.1)
• Understand that people and institutions change over time.
• Understand past, present and future.
• Understand that people in different times and places view the world
differently.
• Understand various institutions, ideas, values and behavior patterns
change over time.
• Understand that the decisions of one generation provide the range of
possibilities open to the next generation.
• Understand that human beings can use the memory of their past
experiences to make judgments about new situations.
• Understand that a large society may be made up of many groups, and
these groups may contain many different subcultures.
• Understand various institutions influence people.
• Understand various institutions influence elements of culture.
• Understand that technology is important in spreading the ideas,
values, and behavior patterns within a society.
• Understand the role of institutions in furthering both continuity and
change.
• Understand the means by which individuals, groups, and institutions
may contribute to social continuity and change within a community.
• Understand the fields of psychology and sociology developed in
response to social and economic changes.
• Understand the role of major social institutions of American society.
• Understand the role of social institutions as well as individual and group
behaviors, in bringing about social change.
• Understand that mass media, migrations, and conquest have affected
social change by exposing one culture to another.
• Understand change and development in institutions further both
continuity and change in societies.
Understand the relationship of the individual to the components of
society and culture. (SS.K-2.BS.4)
Understand the influences on individual and group behavior and group
decision making. (SS.3-5.BS.2)
Understand the influences on individual and group behavior and group
decision making. (SS.6-8.BS.3)
Understand the influences on individual and group behavior and group
decision making. (SS.9-12.BS.2)
• Understand that different groups may have different rules and patterns
of acceptable behavior.
• Understand that people belong to some groups because they are born
into them and some because they join them.
• Understand that groups influence one’s thoughts and actions.
• Understand that a community is a group to which a person may belong.
• Understand that people tend to live in families in which individuals have
different roles.
• Understand the features of nuclear and extended families.
• Understand that people involved in a dispute often have different
points of view.
• Understand that communicating different points of view in a dispute
can often help people to find a satisfactory compromise.
• Understand that resolving a conflict by force rather than compromise
can lead to more problems.
• Understand that if a conflict cannot be settled by compromise, it may
be decided by a vote if everyone agrees to accept the results.
• Understand that family, groups and community influence the
individual's daily life and personal choices.
• Understand stereotyping.
• Understand the role of cultural unity and diversity within and across
groups.
• Understand that various factors affect decisions that individuals make.
• Understand role, status, and social class affect interactions of
individuals and social groups.
• Understand that each culture has distinctive patterns of behavior that
are usually practiced by most of the people who grow up in it.
• Understand that standards used to judge behaviors vary for different
settings and societal groups.
• Understand that technology is important in spreading ideas, values,
and behavior patterns within a society and among different societies.
• Understand that the media may influence the behavior and decisionmaking of individuals and groups.
• Understand the components of social structure and how social structure
affects the individual in society.
• Understand society practices social control through the use of norms
and sanctions.
• Understand the role of deviance in society and its effects on individual
and group behavior.
• Understand that a group may act, hold beliefs, and/or present itself as a
cohesive whole, and yet individual members may hold varying beliefs.
• Understand that people might ignore evidence that challenges their
beliefs and more readily accept evidence that supports them.
Understand how personality and socialization impact the individual.
(SS.3-5.BS.3)
Understand how to evaluate social research and information. (SS.68.BS.6)
Understand the appropriate research procedures and skills of the
behavioral scientist. (SS.9-12.BS.3)
• Understand the use of research procedures and skills to investigate an
issue.
• Understand that human behavior is studied using scientific methods.
• Understand basic distinctions between information that is based on
fact and information that is based on opinion.
• Understand the appropriate uses of the research methods used by
behavioral scientists.
• Understand the types of research methods used by behavioral scientists
to study human behavior, social groups, social issues and problems.
Understand current social issues to determine how the individual
formulates opinions and responds to issues. (SS.3-5.BS.5)
Understand current social issues to determine how the individual is able
to formulate opinions and respond to those issues. (SS.6-8.BS.5)
Understand current social issues to determine how the individual is able
to formulate opinions and responds to those issues. (SS.9-12.BS.4)
• Understand that the way a person views an issue reflects personal
beliefs, experiences, and attitudes.
• Understand that personal values influence the types of conclusions
people make.
• Understand the concepts of bias, prejudice, stereotyping, power, role,
status, justice.
• Understand group and institutional influences on people, events, and
elements of culture.
• patterns within a society.
• Understand past and current cultural, religious, and social reform
movements.
• Understand that differences in the behavior of individuals arise from the
interaction of heredity and experience.
• Understand that conflict between people or groups may arise from
competition over ideas, resources, power, and/or status.
• Understand that personal values influence the types of conclusions
people make.
• Understand that even when the majority of people in a society agree on
a social decision, the minority who disagree must be protected from
oppression.
• Understand ideas and modes of inquiry drawn from behavioral science
and social theory in the examination of persistent issues and social
problems.
Evidence:
Understand the historical development of the behavioral sciences and the
changing nature of society. (SS.9-12.BS.1)
Understand how social status, social groups, social change, and social
institutions influence individual and group behaviors. (SS.9-12.BS.5)
• Understand the concept of stratification.
• Understand gender, age, health, and socioeconomic status affect social
inequality.
• Understand changes in social and political institutions reflect and affect
individuals' values and behaviors.
Understand interactions between self and the peer group. (SS.K-2.BS.3)
• Understand that people often choose to dress, talk, and act like their
friends.
• Understand that people often choose to do certain things their own
way.
• Understand that telling and listening is a way that people can learn from
others.
• Understand that disagreements occur between friends.
• Understand that rules let people understand what to expect and so can
reduce the number of disputes.
Understand all people have individual traits. (SS.K-2.BS.2)
• Understand that people are alike and different in many ways.
• Understand that individuals will respond to events differently.
Understand the process of how humans develop, learn, adapt to their
environment, and internalize their culture. (SS.3-5.BS.4)
Understand the process of how humans develop, learn, adapt to their
environment, and internalize their culture. (SS.6-8.BS.4)
Understand the process of how humans develop, learn, adapt to their
environment, and internalize their culture. (SS.9-12.BS.6)
• Understand the fundamental concepts of growth and development.
• Understand learning and physical development affect behavior.
• Understand personal changes over time, such as those related to
physical development and personal issues.
• Understand that language, stories, folktales, music, and artistic
creations are expressions of culture.
• Understand that interactions among learning, inheritance, and physical
development affect human behavior.
• Understand that group and cultural influences contribute to human
development, identity, and behavior
• Understand that all behavior is affected by both inheritance and
experience
• Understand values, language, beliefs, and behaviors contribute to the
transmission of culture.
• Understand that language and tools enable human beings to learn
complicated and varied things from others.
• Understand that technology is important in spreading the ideas,
values, and behavior patterns within a society.
• Understand that heredity, culture, and personal experience interact in
shaping human behavior.
• Understand the stages of physical, perceptual, and intellectual
development that humans experience from infancy to old age.
• Understand the concept of culture.
• Understand that peoples' values and behavior are shaped by their
culture.
• Understand the processes of cultural transmission and cultural change.
Understand how personality and socialization impact the individual.
(SS.3-5.BS.3)
Understand how personality and socialization impact the individual.
(SS.6-8.BS.2)
Understand how personality and agents of socialization impact the
individual. (SS.9-12.BS.7)
• Understand that various factors contribute to the shaping of a person's
identity.
• Understand that human beings have different interests, motivations,
skills, and talents.
• Understand the rights and responsibilities of the individual in relation
to his/her social group.
• Understand various meanings of social group, general implications of
group membership, and different ways that groups function.
• Understand the ways family, gender, ethnicity, nationality,
socioeconomic factors and institutional affiliations contribute to
personal identity.
• Understand the influence of perception, attitudes, values, and beliefs
on personal identity.
• Understand the factors that shape personality and identity
• Understand the process of socialization leads individuals to become
functioning members of society.
• Understand groups and institutions sometimes promote social
conformity.
Iowa State University Extension and Outreach programs are available to
all without regard to race, color, national origin, religion, sex, age, or
disability. Feb. 2015
in
partnership
with
Reading Standards for Literature: K-5
Primary(k-2)
Evidence:
Intermediate(3-5)
Key Ideas and Details
Key Ideas and Details
•
•
•
•
• Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (RL.5.1) (DOK 1,2,3)
• Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how
the speaker in a poem reflects upon a topic; summarize the text. (RL.5.2) (DOK 2,3)
• Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters
interact). (RL.5.3) (DOK 2,3)
• Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning,
visualizing, making inferences, summarizing, and monitoring for comprehension. (DOK 2,3)
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (RL.2.1) (DOK 1,2)
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (RL.2.2) (DOK 2)
Describe how characters in a story respond to major events and challenges. (RL.2.3) (DOK 2)
Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing,
making inferences, summarizing, and monitoring for comprehension. (DOK 2,3)
Craft and Structure
Craft and Structure
• Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. (RL.2.4)
(DOK 2)
• Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. (RL.2.5)
• (DOK 2)
• Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
(RL.2.6) (DOK 2)
• Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. (RL.5.4) (DOK
1,2,3)
• 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)(DOK 2,3)
• Describe how a narrator’s or speaker’s point of view influences how events are described. (RL.5.6) (DOK 2,3,4)
Integration of Knowledge and Ideas
Integration of Knowledge and Ideas
• Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. (RL.2.7)
(DOK 2)
• Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. (RL.2.9) (DOK 3)
• Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of
fiction, folktale, myth, poem). (RL.5.7) (DOK 2,3,4)
• Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. (RL.5.9)
(DOK 1,2)
Range of Reading and Level of Text Complexity
Range of Reading and Level of Text Complexity
• By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding
as needed at the high end of the range. (RL.2.10) (DOK 2)
• By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity
band independently and proficiently. (RL.5.10) (DOK 1,2,3,4)
Evidence:
Iowa State University Extension and Outreach programs are available to all without regard to race, color, national origin, religion, sex, age, or disability.
Feb. 2015
in
partnership
with
Reading Standards for Informational Text: K-5
Primary(k-2)
Evidence:
Intermediate(3-5)
Key Ideas and Details
Key Ideas and Details
•
•
•
•
• Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (RI.5.1) (DOK 1,2,3)
• Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. (RI.5.2) (DOK 2,3)
• Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text
based on specific information in the text. (RI5.3) (DOK 1,2,3)
• Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning,
visualizing, making inferences, summarizing, and monitoring for comprehension. (DOK 2,3)
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (RI.2.1) (DOK 1,2)
Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. (RI.2.2) (DOK 2)
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (RI.2.3) (DOK 2)
Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing,
making inferences, summarizing, and monitoring for comprehension. (DOK 2,3)
Craft and Structure
Craft and Structure
• Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. (RI.2.4) (DOK 2)
• Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or
information in a text efficiently. (RI.2.5) (DOK 1)
• Identify the main purpose of a text, including what the author wants to answer, explain, or describe. (RI.2.6) (DOK 2)
• Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. (RI.5.4)
(DOK 1,2,3)
• 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)
• (DOK 2,3,4)
• Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. (RI.5.6)
• (DOK 2,3,4)
Integration of Knowledge and Ideas
Integration of Knowledge and Ideas
• Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. (RI.2.7) (DOK 2)
• Describe how reasons support specific points the author makes in a text. (RI.2.8) (DOK 2)
• Compare and contrast the most important points presented by two texts on the same topic. (RI.2.9) (DOK 3)
• Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a
problem efficiently. (RI.5.7) (DOK 1,2,3)
• Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which
point(s). (RI.5.8) (DOK 2,3,4)
• Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (RI.5.9) (DOK 2,3,4)
Range of Reading and Level of Text Complexity
Range of Reading and Level of Text Complexity
• By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text
complexity band proficiently, with scaffolding as needed at the high end of the range. (RI.2.10) (DOK 2)
• By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of
the grades 4–5 text complexity band independently and proficiently. (RI.5.10) (DOK 1,2)
Evidence:
Iowa State University Extension and Outreach programs are available to all without regard to race, color, national origin, religion, sex, age, or disability. Feb. 2015
in
partnership
with
Reading Standards for Foundational Skills: K-5
Primary(k-2)
Evidence:
Intermediate (3-5)
Evidence:
Print Concepts
Grades K-1:
1. Demonstrate understanding of the organization and basic features of print.
• Follow words from left to right, top to bottom, and page by page.
• Recognize that spoken words are represented in written language by specific sequences of letters.
• Understand that words are separated by spaces in print.
• Recognize and name all upper- and lowercase letters of the alphabet. (RF.K.1.) (DOK 1)
2. Demonstrate understanding of the organization and basic features of print.
• Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). (RF.1.1.) (DOK 1)
Phonological Awareness
Grades K-1:
1. Demonstrate understanding of spoken words, syllables, and sounds phonemes).
• Recognize and produce rhyming words.
• Count, pronounce, blend, and segment syllables in spoken words.
• Blend and segment onsets and rimes of single-syllable spoken words.
• Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.*
(This does not include CVCs ending with /l/, /r/, or /x/.)
• Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. (RF.K.2.) (DOK 1) * Words, syllables, or
phonemes written in /slashes/refer to their pronunciation or phonology. Thus, /CVC/ is a word with three phonemes regardless of the number of
letters in the spelling of the word.
2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
• Distinguish long from short vowel sounds in spoken single-syllable words.
• Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
• Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
• Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). (RF.1.2.) (DOK 1)
Phonics and Word Recognition
1. Know and apply grade-level phonics and word analysis skills in decoding words.
• Distinguish long and short vowels when reading regularly spelled one-syllable words.
• Know spelling-sound correspondences for additional common vowel teams.
• Decode regularly spelled two-syllable words with long vowels.
• Decode words with common prefixes and suffixes.
• Identify words with inconsistent but common spelling-sound correspondences.
• Recognize and read grade-appropriate irregularly spelled words. (RF.2.3.) (DOK 1)
Phonics and Word Recognition
1. Know and apply grade-level phonics and word analysis skills in decoding words.
• Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately
unfamiliar multisyllabic words in context and out of context. (RF.5.3.) (DOK 1)
Fluency
Fluency
1. Read with sufficient accuracy and fluency to support comprehension
• Read on-level text with purpose and understanding.
• Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
• Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (RF.2.4.) (DOK 1)
1. Read with sufficient accuracy and fluency to support comprehension.
• Read on-level text with purpose and understanding.
• Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings
• Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (RF.5.4.) (DOK 1,2)
Iowa State University Extension and Outreach programs are available to all without regard to race, color, national origin, religion, sex, age, or disability
in
partnership
with
Writing Standards: K-5
Primary(k-2)
Evidence:
Intermediate(3-5)
Text Types and Purposes
Text Types and Purposes
• Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the
opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
(W.2.1.(DOK 2,3)
• Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding
statement or section. (W.2.2.) (DOK 2,3)
• Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and
feelings, use temporal words to signal event order, and provide a sense of closure. (W.2.3.) (DOK 2,3)
1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
• Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s
purpose.
• Provide logically ordered reasons that are supported by facts and details.
• Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
• Provide a concluding statement or section related to the opinion presented. (W.5.1.) (DOK 3,4)
Evidence:
2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
• Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings),
illustrations, and multimedia when useful to aiding comprehension.
• Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
• Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
• Use precise language and domain-specific vocabulary to inform about or explain the topic.
• Provide a concluding statement or section related to the information or explanation presented. (W.5.2.) (DOK 3,4)
3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
• Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
• Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to
situations.
• Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
• Use concrete words and phrases and sensory details to convey experiences and events precisely.
• Provide a conclusion that follows from the narrated experiences or events. (W.5.3.)
• (DOK 3,4)
Production and Distribution of Writing
Production and Distribution of Writing
• With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. (W.2.5.) (DOK 2,3)
• With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
(W.2.6.) (DOK 2)
• Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–3 above.) (W.5.4.) (DOK 3,4)
• With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5.) (W.5.5.) (DOK
1,2,3,4
• With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and
collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. (W.5.6.) (DOK
1,2)
Research to Build and Preset Knowledge
Research to Build and Preset Knowledge
• Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science
observations). (W.2.7.) (DOK 2,3)
• Recall information from experiences or gather information from provided sources to answer a question. (W.2.8.) (DOK 1,2)
• Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (W.5.7.) (DOK
3,4)
• Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information
in notes and finished work, and provide a list of sources. (W.5.8.) (DOK 1,2)
o Draw evidence from literary or informational texts to support analysis, reflection, and research.
• Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama,
drawing on specific details in the text [e.g., how characters interact]").
• Apply grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a
text, identifying which reasons and evidence support which point[s]"). (W.5.9.) (DOK 2,3)
Range of Writing
• 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.) (DOK 2,3,4)
Iowa State University Extension and Outreach programs are available to all without regard to race, color, national origin, religion, sex, age, or disability
in
partnership
with
Speaking and Listening Standards: K-5
Primary(k-2)
Evidence:
Intermediate(3-5)
Comprehension and Collaboration
Comprehension and Collaboration
1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
• Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a
time about the topics and texts under discussion).
• Build on others’ talk in conversations by linking their comments to the remarks of others.
• Ask for clarification and further explanation as needed about the topics and texts under discussion. (SL.2.1.) (DOK 2,3)
2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (SL.2.2.) (DOK 1,2)
3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding
of a topic or issue. (SL.2.3.) (DOK 2)
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and
texts, building on others’ ideas and expressing their own clearly.
2. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about
the topic to explore ideas under discussion.
• Follow agreed-upon rules for discussions and carry out assigned roles.
• Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
• Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. (SL.5.1.)
(DOK 1,2,3,4Summarize a written text read aloud or information presented in diverse media and formats, including visually,
quantitatively, and orally. (SL.5.2.) (DOK 2,3)
3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. (SL.5.3.) (DOK 2,3)
Presentation of Knowledge and Ideas
Presentation of Knowledge and Ideas
1. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (SL.2.4.)
(DOK 1,2)
2. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to
clarify ideas, thoughts, and feelings. (SL.2.5.) (DOK 1,2)
3. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language
standards 1 and 3 specific expectations.) (SL.2.6.) (DOK 1,2)
4. Recite familiar stories, poems, nursery rhymes, and lines of a play. (DOK 1)
1. 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.) (DOK 1,2,3)
2. Sound and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (SL.5.5.) (DOK 2,3)
3. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1
and 3 for specific expectations.) (SL.5.6.) (DOK 1,2)
4. Perform dramatic readings and presentations. (DOK 2)
Evidence:
Iowa State University Extension and Outreach programs are available to all without regard to race, color, national origin, religion, sex, age, or disability
in
partnership
with
Language Standards: K-5
Primary(k-2)
Evidence:
Intermediate(3-5)
Conventions of Standard English
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Use collective nouns (e.g., group).
• Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
• Use reflexive pronouns (e.g., myself, ourselves).
• Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
• Use adjectives and adverbs, and choose between them depending on what is to be modified.
• Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie;
The action movie was watched by the little boy). (L.2.1.) (DOK 1,2)
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• Capitalize holidays, product names, and geographic names.
• Use commas in greetings and closings of letters.
• Use an apostrophe to form contractions and frequently occurring possessives.
• Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
• Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. (L.2.2.) (DOK 1)
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 their function in particular sentences.
• Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
• Use verb tense to convey various times, sequences, states, and conditions.
• Recognize and correct inappropriate shifts in verb tense.*
• Use correlative conjunctions (e.g., either/or, neither/nor). (L.5.1.) (DOK 1,2)
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 an introductory element from the rest of the sentence.
• Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?),
and to indicate direct address (e.g., Is that you, Steve?).
• Use underlining, quotation marks, or italics to indicate titles of works.
• Spell grade-appropriate words correctly, consulting references as needed. (L.5.2.) (DOK 1)
Knowledge of Language
Knowledge of Language
1. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
• Compare formal and informal uses of English. (L.2.3.) (DOK 1)
1. 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 (e.g., dialects, registers) used in stories, dramas, or poems. (L.5.3.) (DOK 2,3,4)
Vocabulary Acquisition and Use
Vocabulary Acquisition and Use
1. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing
flexibly from an array of strategies.
• Use sentence-level context as a clue to the meaning of a word or phrase.
• Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
• Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
• Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf,
notebook, bookmark).
• Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. (L.2.4.) (DOK 2)
2. Demonstrate understanding of word relationships and nuances in word meanings.
• Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
• Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny,
scrawny). (L.2.5.) (DOK 2)
3. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and
adverbs to describe (e.g., When other kids are happy that makes me happy). (L.2.6.) (DOK 2)
1. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly
from a range of strategies.
• Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
• Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
• Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify
the precise meaning of key words an phrases. (L.5.4.) (DOK 1,2,3)
2. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
• Interpret figurative language, including similes and metaphors, in context.
• Recognize and explain the meaning of common idioms, adages, and proverbs.
• Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. (L.5.5.) (DOK
1,2,3)
3. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast,
addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). (L.5.6.) (DOK 1,2)
Evidence:
Iowa State University Extension and Outreach programs are available to all without regard to race, color, national origin, religion, sex, age, or disability
in
partnership
with
Reading Standards for Informational Text: 6-12
Middle School (6-8)
Evidence:
High School(9-12)
Key Ideas and Details
Key Ideas and Details
• Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. (RI.8.1.)
(DOK 1,2,3)
• Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide
an objective summary of the text. (RI.8.2.) (DOK 2,3,4)
• Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or
categories). (RI.8.3.) (DOK 2,3)
• Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning,
visualizing, making inferences, summarizing, and monitoring for comprehension. (DOK 2,3)
• Read on-level text, both silently and orally, at an appropriate rate with accuracy and fluency to support comprehension. (DOK 1)
• Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain. (RI.11-12.1.) (DOK 1,2,3)
• Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on
one another to provide a complex analysis; provide an objective summary of the text. (RI.11-12.2.) (DOK 2,3,4)
• Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of
the text. (RI.11-12.3.) (DOK 2,3)
• Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning,
visualizing, making inferences, summarizing, and monitoring for comprehension. (DOK 2,3)
• Read on-level text, both silently and orally, at an appropriate rate with accuracy and fluency to support comprehension. (DOK 1)
Craft and Structure
Craft and Structure
• Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the
impact of specific word choices on meaning and tone, including analogies or allusions to other texts. (RI.8.4.) (DOK 1,2,3)
• Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
(RI.8.5.) (DOK 2,3)
• Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or
viewpoints. (RI.8.6.) (DOK 2,3)
• Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an
author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
(RI.11-12.4.) (DOK 1,2,3)
• Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure
makes points clear, convincing, and engaging. (RI.11-12.5.) (DOK 2,3,4)
• Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute
to the power, persuasiveness, or beauty of the text. (RI.11-12.6.) (DOK 2,3,4)
Integration of Knowledge and Ideas
Integration of Knowledge and Ideas
• Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic
or idea. (RI.8.7.) (DOK 3,4)
• Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and
sufficient; recognize when irrelevant evidence is introduced. (RI.8.8.) (DOK 2,3,4)
• Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of
fact or interpretation. (RI.8.9.) (DOK 3,4)
• Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in
order to address a question or solve a problem. (RI.11-12.7.) (DOK 3,4)
• Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in
U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist,
presidential addresses). (RI.11-12.8.) (DOK 2,3,4)
• Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The
Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes,
purposes, and rhetorical features. (RI.11-12.9.) (DOK 2,3)
Range of Reading and Level of Text Complexity
Range of Reading and Level of Text Complexity
• By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and
proficiently. (RI.8.10.) (DOK 1,2)
• By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as
needed at the high end of the range.
• By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and
proficiently. (RI.11-12.10.) (DOK 1,2)
Evidence:
Iowa State University Extension and Outreach programs are available to all without regard to race, color, national origin, religion, sex, age, or disability
in
partnership
with
Reading Standards for Literature: 6-12
Middle School (6-8)
Evidence:
High School(9-12)
Key Ideas and Details
Key Ideas and Details
• Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. (RL.8.1.)
(DOK 1,2,3)
• Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters,
setting, and plot; provide an objective summary of the text. (RL.8.2.) (DOK 2,3)
• Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
(RL.8.3.) (DOK 2,3)
• Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning,
visualizing, making inferences, summarizing, and monitoring for comprehension. (DOK 2,3)
• Read on-level text, both silently and orally, at an appropriate rate with accuracy and fluency to support comprehension. (DOK 1)
• Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain. (RL.11-12.1.) (DOK 1,2,3)
• Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact
and build on one another to produce a complex account; provide an objective summary of the text. (RL.11-12.2.) (DOK 2,3,4)
• Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the
action is ordered, how the characters are introduced and developed). (RL.11-12.3.) (DOK 2,3,4)
• Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning,
visualizing, making inferences, summarizing, and monitoring for comprehension. (DOK 2,3)
• Read on-level text, both silently and orally, at an appropriate rate with accuracy and fluency to support comprehension. (DOK 1)
Craft and Structure
Craft and Structure
• Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including analogies or allusions to other texts. (RL.8.4.) (DOK 1,2,3)
• Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
(RL.8.5.) (DOK 3,4)
• Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create
such effects as suspense or humor. (RL.8.6.) (DOK 3,4)
• Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
(Include Shakespeare as well as other authors.) (RL.11-12.4.) (DOK 1,2,3)
• Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice
to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. (RL.11-12.5.) (DOK 3,4)
• Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire,
sarcasm, irony, or understatement). (RL.11-12.6.) (DOK 3,4)
• Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating
how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) (RL.11-12.7.)
(DOK 3,4)
• Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two
or more texts from the same period treat similar themes or topics. (RL.11-12.9.) (DOK 3,4)
Integration of Knowledge and Ideas
Integration of Knowledge and Ideas
• Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the
choices made by the director or actors. (RL.8.7.) (DOK 3,4)
• Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works
such as the Bible, including describing how the material is rendered new. (RL.8.9.) (DOK 3,4)
• Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating
how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) (RL.11-12.7.)
(DOK 3,4)
• Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two
or more texts from the same period treat similar themes or topics. (RL.11-12.9.) (DOK 3,4)
Range of Reading and Text Level Complexity
Range of Reading and Text Level Complexity
• By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band
independently and proficiently. (RL.8.10.)
• (DOK 1,2)
• By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band
proficiently, with scaffolding as needed at the high end of the range.
• By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text
complexity band independently and proficiently. (RL.11-12.10.) (DOK 1,2)
Evidence:
Iowa State University Extension and Outreach programs are available to all without regard to race, color, national origin, religion, sex, age, or disability
in
partnership
with
Writing Standards: 6-12
Middle School (6-8)
Evidence:
High School(9-12)
Text Types and Purposes
Text Types and Purposes
1. Write arguments to support claims with clear reasons and relevant evidence.
• Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
• Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
• Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
• Establish and maintain a formal style.
• Provide a concluding statement or section that follows from and supports the argument presented. (W.8.1.) (DOK 3,4)
2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant
content.
• Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings),
graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
• Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
• Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
• Use precise language and domain-specific vocabulary to inform about or explain the topic.
• Establish and maintain a formal style.
• Provide a concluding statement or section that follows from and supports the information or explanation presented. (W.8.2.) (DOK 3,4)
3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
• Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds
naturally and logically.
• Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
• Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships
among experiences and events.
• Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
• Provide a conclusion that follows from and reflects on the narrated experiences or events. (W.8.3.) (DOK 3,4)
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
• Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing
claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
• Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
• Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships
between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
• Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are
writing.
• Provide a concluding statement or section that follows from and supports the argument presented. (W.11-12.1.) (DOK 3,4)
2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content.
• Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a
unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
• Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of the topic.
• Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among
complex ideas and concepts.
• Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the
topic.
• Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are
writing.
• Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating
implications or the significance of the topic). (W.11-12.2.) (DOK 3,4)
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event
sequences.
• Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of
view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
• Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or
characters.
• Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular
tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
• Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or
characters.
• Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. (W.1112.3.) (DOK 3,4)
Production and Distribution of Writing
Production and Distribution of Writing
• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations
for writing types are defined in standards 1–3 above.) (W.8.4.) (DOK 3,4)
• With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3
up to and including grade 8.) (W.8.5.) (DOK 1,2,3,4)
• Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to
interact and collaborate with others. (W.8.6.) (DOK 1,2)
• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards 1–3 above.) (W.11-12.4.) (DOK 3,4)
• Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is
most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to
and including grades 11–12.) (W.11-12.5.) (DOK 1,2,3,4)
• Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing
feedback, including new arguments or information. (W.11-12.6.) (DOK 1,2)
Research to Build and Present Knowledge
Research to Build and Present Knowledge
• Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused
questions that allow for multiple avenues of exploration. (W.8.7.) (DOK 2,3,4)
• Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or
paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (W.8.8.) (DOK 1,2,3,4)
• Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem;
narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject
under investigation. (W.11-12.7.) (DOK 2,3,4)
• Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths
and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the
flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (W.11-12.8.) (DOK
1,2,3,4)
Draw evidence from literary or informational texts to support analysis, reflection, and research.
• Apply grade 8 Reading standards to literature (e.g., "Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths,
traditional stories, or religious works such as the Bible, including describing how the material is rendered new").
• Apply grade 8 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is
sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced").(W.8.9.) (DOK 2,3,4)
Evidence:
Draw evidence from literary or informational texts to support analysis, reflection, and research.
• Apply grades 11–12 Reading standards to literature (e.g., "Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century
foundational works of American literature, including how two or more texts from the same period treat similar themes or topics").
• Apply grades 11–12 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the reasoning in seminal U.S. texts, including the
application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the
premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]"). (W.11-12.9.) (DOK 2,3,4)
Range of Writing
Range of Writing
• 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.8.10.) (DOK 1,2,3,4)
• 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 tasks, purposes, and audiences. (W.11-12.10.) (DOK 1,2,3,4)
Iowa State University Extension and Outreach programs are available to all without regard to race, color, national origin, religion, sex, age, or disability
in
partnership
with
Speaking and Listening Standards: 6-12
Middle School (6-8)
Evidence:
High School(9-12)
Comprehension and Collaboration
Comprehension and Collaboration
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and
issues, building on others’ ideas and expressing their own clearly.
• Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the
topic, text, or issue to probe and reflect on ideas under discussion.
• Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
• Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and
ideas.
• Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
(SL.8.1.) (DOK 1,2,3)
2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g.,
social, commercial, political) behind its presentation. (SL.8.2.) (DOK 2,3,4)
3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and
identifying when irrelevant evidence is introduced. (SL.8.3.). (DOK 2,3,4)
1. Initiate and participate effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on
grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
• Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence
from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
• Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as
needed.
• Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on
a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
• Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions
when possible; and determine what additional information or research is required to deepen the investigation or complete the task. (SL.11-12.1.)
(DOK 1,2,3)
2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed
decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. (SL.11-12.2.)
(DOK 3,4)
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice,
points of emphasis, and tone used. (SL.11-12.3.) (DOK 2,3,4)
Presentation of Knowledge and Ideas
Presentation of Knowledge and Ideas
• Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and wellchosen details; use appropriate eye contact, adequate volume, and clear pronunciation. (SL.8.4.) (DOK 1,2,3)
• Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (SL.8.5.) (DOK
2,3)
• Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language
standards 1 and 3 for specific expectations.) (SL.8.6.) (DOK 1,2)
• Prepare and conduct interviews. (DOK 2,3)
• Participate in public performances. (DOK 2,3)
• Debate an issue from either side. (DOK 2,3,4)
• Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of
reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to
purpose, audience, and a range of formal and informal tasks. (SL.11-12.4.) (DOK 1,2,3)
• Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of
findings, reasoning, and evidence and to add interest. (SL.11-12.5.) (DOK 1,2,3
• Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12
Language standards 1 and 3 for specific expectations.) (SL.11-12.6.) (DOK 1,2)
• Prepare and conduct interviews. (DOK 2,3)
• Participate in public performances. (DOK 2,3)
• Debate an issue from either side. (DOK 2,3,4)
Evidence:
Iowa State University Extension and Outreach programs are available to all without regard to race, color, national origin, religion, sex, age, or disability
in
partnership
with
Language Standards: 6-12
Middle School (6-8)
Evidence:
High School(9-12)
Conventions of Standard English
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
• Form and use verbs in the active and passive voice.
• Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
• Recognize and correct inappropriate shifts in verb voice and mood.* (L.8.1.) (DOK 1,2)
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
• Use an ellipsis to indicate an omission.
• Spell correctly. (L.8.2.) (DOK 1)
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
• Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern
American Usage) as needed. (L.11-12.1.) (DOK 1,2)
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• Observe hyphenation conventions.
• Spell correctly. (L.11-12.2.) (DOK 1)
Knowledge of Language
Knowledge of Language
1. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
• Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the
actor or the action; expressing uncertainty or describing a state contrary to fact). (L.8.3.) (DOK 2,3)
1. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
• Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study
of complex texts when reading. (L.11-12.3.) (DOK 1,2,3)
Vocabulary Acquisition and Use
Vocabulary Acquisition and Use
1. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing
flexibly from a range of strategies.
• Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a
word or phrase.
• Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).
• Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation of a word or determine or clarify its precise meaning or its part of speech.
• Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
(L.8.4.) (DOK 1,2)
2. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
• Interpret figures of speech (e.g. verbal irony, puns) in context.
• Use the relationship between particular words to better understand each of the words.
• Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent,
resolute). (L.8.5.) (DOK 1,2,3)
3. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when
considering a word or phrase important to comprehension or expression.) (L.8.6.) (DOK 1,2)
1. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing
flexibly from a range of strategies.
• Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a
word or phrase.
• Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
• Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of
a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
• Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
(L.11-12.4.) (DOK 1,2)
2. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
• Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
• Analyze nuances in the meaning of words with similar denotations. (L.11-12.5.) (DOK 2,3)
3. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the
college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important
to comprehension or expression. (L.11-12.6.) (DOK 1,2)
Evidence:
Iowa State University Extension and Outreach programs are available to all without regard to race, color, national origin, religion, sex, age, or
disability. Feb. 2015
in
partnership
with
Reading Standards for Literacy in History/Social Studies 6-12
Middle School (6-8)
Evidence:
High School(9-12)
Key Ideas and Details
Key Ideas and Details
• Cite specific textual evidence to support analysis of primary and secondary sources. (RH.6-8.1.)
• Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior
knowledge or opinions. (RH.6-8.2.)
• Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised
or lowered). (RH.6-8.3.)
• Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an
understanding of the text as a whole. (RH.11-12.1.)
Evidence:
• Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships
among the key details and ideas. (RH.11-12.2.)
• Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the
text leaves matters uncertain. (RH.11-12.3.)
Craft and Structure
• Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social
studies. (RH.6-8.4.)
• Describe how a text presents information (e.g., sequentially, comparatively, causally). (RH.6-8.5.)
• Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
(RH.6-8.6.)
Craft and Structure
• Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key
term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). (RH.11-12.4.)
• Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute
to the whole. (RH.11-12.5.)
• Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. (RH.1112.6.)
Integration of Knowledge and Ideas
Integration of Knowledge and Ideas
• Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. (RH.6-8.7.)
• Distinguish among fact, opinion, and reasoned judgment in a text. (RH.6-8.8.)
• Analyze the relationship between a primary and secondary source on the same topic. (RH.6-8.9.)
• Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in
order to address a question or solve a problem. (RH.11-12.7.)
• Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information. (RH.11-12.8.)
• Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies
among sources. (RH.11-12.9.)
Range of Reading and Level of Complexity
Range of Reading and Level of Complexity
• By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.
(RH.6-8.10.)
By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently and proficiently.
(RH.11-12.10.)
Iowa State University Extension and Outreach programs are available to all without regard to race, color, national origin, religion, sex, age, or
disability. Feb. 2015
in
partnership
with
Reading Standards for Literacy in Science and Technical Subjects 6-12
Middle School (6-8)
Evidence:
High School(9-12)
Key Ideas and Details
Key Ideas and Details
• Cite specific textual evidence to support analysis of science and technical texts. (RST.6-8.1.)
• Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. (RST.6-8.3.)
• Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any
gaps or inconsistencies in the account. (RST.11-12.1.)
• Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing
them in simpler but still accurate terms. (RST.11-12.2.)
• Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the
specific results based on explanations in the text. (RST.11-12.3.)
Craft and Structure
Craft and Structure
• Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical
context relevant to grades 6–8 texts and topics. (RST.6-8.4.)
• Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical
context relevant to grades 11–12 texts and topics. (RST.11-12.4.)
• Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
(RST.11-12.5.)
• Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important
issues that remain unresolved. (RST.11-12.6.)
• Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. (RST.68.2.)
• Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the
topic. (RST.6-8.5.)
Evidence:
• Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. (RST.6-8.6.)
Integration of Knowledge and Ideas
Integration of Knowledge and Ideas
• Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a
flowchart, diagram, model, graph, or table). (RST.6-8.7.)
• Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in
order to address a question or solve a problem. (RST.11-12.7)
• Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or
challenging conclusions with other sources of information. (RST.11-12.8.)
• Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or
concept, resolving conflicting information when possible. (RST.11-12.9.)
• Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. (RST.6-8.8.)
• Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text
on the same topic. (RST.6-8.9.)
Range of Reading and Level of Complexity
Range of Reading and Level of Complexity
• By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.
(RST.6-8.10.)
• By the end of grade 12, read and comprehend science/technical texts in the grades 11–CCR text complexity band independently and proficiently.
(RST.11-12.10.)
Iowa State University Extension and Outreach programs are available to all without regard to race, color, national origin, religion, sex, age, or
disability. Feb. 2015
in
partnership
with
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12
Middle School (6-8)
Evidence:
High School(9-12)
Text Types and Purposes
Text Types and Purposes
1. Write arguments focused on discipline-specific content.
• Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and
evidence logically.
• Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible
sources.
• Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
• Establish and maintain a formal style.
• Provide a concluding statement or section that follows from and supports the argument presented. (WHST.6-8.1.)
1. Write arguments focused on discipline-specific content.
• Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims,
and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
• Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the
strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level,
concerns, values, and possible biases.
• Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships
between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
• Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
• Provide a concluding statement or section that follows from or supports the argument presented. (WHST.11-12.1.)
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
• Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving
purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
• Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
• Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
• Use precise language and domain-specific vocabulary to inform about or explain the topic.
• Establish and maintain a formal style and objective tone.
• Provide a concluding statement or section that follows from and supports the information or explanation presented. (WHST.6-8.2.)
Evidence:
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
• Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a
unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
• Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of the topic.
• Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among
complex ideas and concepts.
• Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic;
convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
• Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications
or the significance of the topic). (WHST.11-12.2.)
Production and Distribution of Writing
Production and Distribution of Writing
• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (WHST.6-8.4.)
• With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on how well purpose and audience have been addressed. (WHST.6-8.5)
• Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and
efficiently. (WHST.6-8.6.)
• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (WHST.1112.4.)
• Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is
most significant for a specific purpose and audience. (WHST.11-12.5.)
• Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback,
including new arguments or information. (WHST.11-12.6.)
Research to Build and Present Knowledge
Research to Build and Present Knowledge
• Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional
related, focused questions that allow for multiple avenues of exploration. (WHST.6-8.7.)
• Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source;
and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (WHST.6-8.8.)
• Draw evidence from informational texts to support analysis, reflection, and research. (WHST.6-8.9.)
• Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow
or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation. (WHST.11-12.7.)
• Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow
of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (WHST.11-12.8.)
• Draw evidence from informational texts to support analysis, reflection, and research. (WHST.11-12.9.)
Range of Writing
Range of Writing
• Write routinely over extended time frames (time for 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. (WHST.6-8.10.)
• Write routinely over extended time frames (time for 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. (WHST.11-12.10.)
Iowa State University Extension and Outreach programs are available to all without regard to race, color, national origin, religion, sex, age,
or disability. Feb. 2015
in
partnership
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Universal Constructs
Universal Constructs
Essential for 21st Century Success
Evidence
Critical Thinking
Critical thinking is the ability to access and analyze key information to develop solutions to complex problems that may have no clear answer. It incorporates reflective and visionary processes. Critical thinking utilizes abstractions and non-rules based strategies to guide decisions, behaviors and
actions.
Twenty-first century critical thinking reflects:
thoughtful questioning that challenges assumptions, promotes higher order thinking, leads to new insights, and validates perceptions
metacognition that supports reflective practice
processes that analyze, select, use, and evaluate various approaches to develop solutions
frame critical issues to develop innovative responses
analysis and synthesis of multiple sources and points of information
intentional use of disciplinary frameworks to analyze complex issues and information
suspension of judgment while collecting evidence to make determinations
Complex Communication
Complex communication is based on the successful sharing of information through multiple means, including visual, digital, verbal, and nonverbal interactions. The message is purposeful, clear and concise leading to an accurate exchange of information and ideas.
Twenty-first century complex communication reflects:
negotiation processes that generate mutually satisfactory solutions
managing and resolving conflicts
interacting effectively with people of different cultures
selection and integration of various communication processes
integration of appropriate forms of information communication technology
understanding the interactions among modes of communication
meaningful and engaging interactions
focus, energy and passion around the key message
navigation through nuances of effective communication
Creativity
Creativity incorporates curiosity and innovation to generate new or original thoughts, interpretations, products, works, or techniques. Creativity is nurtured, advanced, and modeled through numerous approaches, including inquiry-based learning, abstract thinking, and student-focused learning.
Twenty-first century creativity reflects:
a disciplined process that includes skill, knowledge, imagination, inspiration and evaluation
capturing or collecting new ideas for current or future use
combination of seemingly unrelated ideas into something new
respectful exchange of ideas
engagement in formal and informal learning experiences
divergent thinking
entrepreneurial thinking that encourages unique thoughts and applications
a comfort level with open-ended challenges that reflect multiple approaches and results
reconfiguration of current thought within a new context
pattern recognition across disciplines resulting in an innovative outcome
Collaboration
Collaboration is working among and across personal and global networks to achieve common goals. It requires cultural competence and personal and civic responsibility in all environments. Collaboration also requires open and flexible approaches to leadership.
Twenty-first century collaboration reflects:
non-hierarchal leadership based on individual skill sets
respect for a complex process that requires individuals to contribute and participate in meaningful interactions
the belief that group synergy enhances productivity
understanding and application of effective group processes to solve problems
productive group interactions
respectful disagreement
Flexibility and Adaptability
Flexibility and adaptability include responding and adjusting to situational needs, and changing to meet the challenges of new roles, paradigms and environments. Flexibility and adaptability include the thoughtful balance between an individual’s core beliefs and appropriate reaction to change.
These dispositions are nurtured through life-long learning and continuous improvement.
Twenty-first century flexibility and adaptability reflect:
engagement in innovation and creativity
intellectual agility
embracing change
expecting and accepting the emotions inherent in change while supporting those involved
respect for unique qualities of others and self
purposeful and thoughtful response to disruptions
acknowledging and responding to dissonance in productive ways
reflecting on positive and negative outcomes of risk-taking proactive and reactive approaches to change
acknowledging ambiguity inherent in a changing environment
Productivity and Accountability
Productivity is prioritizing, planning, and applying knowledge and skills to make decisions that create quality results in an ever-changing environment. Individuals and teams demonstrate initiative, self direction, and personal responsibility to add value to the world around them. Individuals
demonstrate accountability through efficient time management, appropriate resource allocation, personal integrity, and self-monitoring to meet the demands
of productivity. Individuals and teams recognize the interconnectedness of their actions at all levels.
Twenty-first century productivity and accountability reflect:
ability to acquire new learning on one’s own
application of appropriate processes and tools to facilitate task completion
self-sufficiency as required in a complex environment
identification of available opportunities
motivation and commitment to achieve
assuming leadership roles
building on prior learning and experience to apply knowledge and skills in a variety of contexts
self-confidence and self-respect
Iowa State University Extension and Outreach programs are available to all without regard to race, color, national origin, religion, sex, age, or disability. Feb. 2015