Learning Domain: Civics

Standard: Critique relationships among governments, civil societies, and economic markets

Degree of Alignment: Not Rated (0 users)

Learning Domain: Civics

Standard: Analyze relationships among governments, civil societies, and economic markets

Degree of Alignment: Not Rated (0 users)

Learning Domain: Civics

Standard: Evaluate the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights

Degree of Alignment: Not Rated (0 users)

Learning Domain: Civics

Standard: Evaluate citizens? and institutions? effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level

Degree of Alignment: Not Rated (0 users)

Learning Domain: Civics

Standard: Analyze how governments throughout history have or have not valued individual rights over the common good

Degree of Alignment: Not Rated (0 users)

Learning Domain: Civics

Standard: Explain how social and political problems are addressed at the local, regional, state, tribal, national, and international level

Degree of Alignment: Not Rated (0 users)

Learning Domain: History

Standard: Assess how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts

Degree of Alignment: Not Rated (0 users)

Learning Domain: History

Standard: Explain how the perspectives of people in the present shape interpretations of the past

Degree of Alignment: Not Rated (0 users)

Learning Domain: Social Studies Skills

Standard: Critique the precision of a claim on an issue or event

Degree of Alignment: Not Rated (0 users)

Learning Domain: Social Studies Skills

Standard: Critique the use of reasoning, sequencing, and details supporting the claim

Degree of Alignment: Not Rated (0 users)

Learning Domain: Social Studies Skills

Standard: Explain points of agreement and disagreement that experts have regarding interpretations of sources

Degree of Alignment: Not Rated (0 users)

Learning Domain: Social Studies Skills

Standard: Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection

Degree of Alignment: Not Rated (0 users)

Learning Domain: Social Studies Skills

Standard: Explain the challenge and opportunities of addressing problems over place and time using disciplinary and interdisciplinary lenses

Degree of Alignment: Not Rated (0 users)

Learning Domain: Social Studies Skills

Standard: Create compelling and supporting questions that focus on an idea, issue, or event

Degree of Alignment: Not Rated (0 users)

Learning Domain: Social Studies Skills

Standard: Determine the kinds of sources and relevant information that are helpful, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources

Degree of Alignment: Not Rated (0 users)

Learning Domain: Social Studies Skills

Standard: Evaluate one?s own viewpoint and the viewpoints of others in the context of a discussion

Degree of Alignment: Not Rated (0 users)

Learning Domain: Social Studies Skills

Standard: Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom, using print and oral technologies (eg, posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (eg Internet, social media, and digital documentary)

Degree of Alignment: Not Rated (0 users)

Learning Domain: Reading for Informational Text

Standard: 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.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Reading for Informational Text

Standard: 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.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Reading for Informational Text

Standard: 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.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Reading for Informational Text

Standard: 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).

Degree of Alignment: Not Rated (0 users)

Learning Domain: Reading for Informational Text

Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Reading for Informational Text

Standard: By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Reading for Informational Text

Standard: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Reading for Informational Text

Standard: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Writing

Standard: 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.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Writing

Standard: 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.)

Degree of Alignment: Not Rated (0 users)

Learning Domain: Writing

Standard: 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.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Writing

Standard: Draw evidence form literary or informational texts to support analysis, reflection, and research.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Writing

Standard: 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.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Writing

Standard: 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.)

Degree of Alignment: Not Rated (0 users)

Learning Domain: Writing

Standard: 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.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Writing

Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects

Standard: Write arguments focused on discipline-specific content.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects

Standard: 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.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects

Standard: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects

Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects

Standard: Draw evidence from informational texts to support analysis, reflection, and research.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects

Standard: Write arguments focused on discipline-specific content.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects

Standard: 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.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects

Standard: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects

Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects

Standard: Draw evidence from informational texts to support analysis, reflection, and research.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Reading for Informational Text

Standard: 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.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Reading for Informational Text

Standard: 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.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Reading for Informational Text

Standard: 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.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Reading for Informational Text

Standard: 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).

Degree of Alignment: Not Rated (0 users)

Learning Domain: Reading for Informational Text

Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Reading for Informational Text

Standard: By the end of grade 9, read and comprehend literary nonfiction in the grades 9���10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9���10 text complexity band independently and proficiently.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Reading for Informational Text

Standard: Analyze various accounts of a subject told in different mediums (e.g., a person�۪s life story in both print and multimedia), determining which details are emphasized in each account.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Reading for Informational Text

Standard: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Writing

Standard: 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.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Writing

Standard: 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.)

Degree of Alignment: Not Rated (0 users)

Learning Domain: Writing

Standard: 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.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Writing

Standard: Draw evidence form literary or informational texts to support analysis, reflection, and research.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Writing

Standard: 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.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Writing

Standard: 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.)

Degree of Alignment: Not Rated (0 users)

Learning Domain: Writing

Standard: 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.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Writing

Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects

Standard: Write arguments focused on discipline-specific content.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects

Standard: 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.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects

Standard: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects

Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects

Standard: Draw evidence from informational texts to support analysis, reflection, and research.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects

Standard: Write arguments focused on discipline-specific content.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects

Standard: 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.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects

Standard: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects

Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects

Standard: Draw evidence from informational texts to support analysis, reflection, and research.

Degree of Alignment: Not Rated (0 users)

Cluster: Key Ideas and Details.

Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Degree of Alignment: Not Rated (0 users)

Cluster: Range of Reading and Level of Text Complexity.

Standard: By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.

Degree of Alignment: Not Rated (0 users)

Cluster: Integration of Knowledge and Ideas.

Standard: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

Degree of Alignment: Not Rated (0 users)

Cluster: Integration of Knowledge and Ideas.

Standard: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Degree of Alignment: Not Rated (0 users)

Cluster: Range of Writing.

Standard: 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.

Degree of Alignment: Not Rated (0 users)

Cluster: Production and Distribution of Writing.

Standard: 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.)

Degree of Alignment: Not Rated (0 users)

Cluster: Research to Build and Present Knowledge.

Standard: 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.

Degree of Alignment: Not Rated (0 users)

Cluster: Research to Build and Present Knowledge.

Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Degree of Alignment: Not Rated (0 users)

Cluster: Text Types and Purposes.

Standard: Write arguments focused on discipline-specific content.

Degree of Alignment: Not Rated (0 users)

Cluster: Range of Writing.

Standard: 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.

Degree of Alignment: Not Rated (0 users)

Cluster: Text Types and Purposes.

Standard: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

Degree of Alignment: Not Rated (0 users)

Cluster: Production and Distribution of Writing.

Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Degree of Alignment: Not Rated (0 users)

Cluster: Research to Build and Present Knowledge.

Standard: Draw evidence from informational texts to support analysis, reflection, and research.

Degree of Alignment: Not Rated (0 users)

Cluster: Key Ideas and Details.

Standard: 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.

Degree of Alignment: Not Rated (0 users)

Cluster: Range of Reading and Level of Text Complexity.

Standard: 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.

Degree of Alignment: Not Rated (0 users)

Cluster: Integration of Knowledge and Ideas.

Standard: 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.

Degree of Alignment: Not Rated (0 users)

Cluster: Integration of Knowledge and Ideas.

Standard: 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).

Degree of Alignment: Not Rated (0 users)

Cluster: Range of Writing.

Standard: 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.

Degree of Alignment: Not Rated (0 users)

Cluster: Production and Distribution of Writing.

Standard: 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.)

Degree of Alignment: Not Rated (0 users)

Cluster: Research to Build and Present Knowledge.

Standard: 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.

Degree of Alignment: Not Rated (0 users)

Cluster: Research to Build and Present Knowledge.

Standard: Draw evidence form literary or informational texts to support analysis, reflection, and research.

Degree of Alignment: Not Rated (0 users)

Cluster: Text Types and Purposes.

Standard: Write arguments focused on discipline-specific content.

Degree of Alignment: Not Rated (0 users)

Cluster: Range of Writing.

Standard: 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.

Degree of Alignment: Not Rated (0 users)

Cluster: Text Types and Purposes.

Standard: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

Degree of Alignment: Not Rated (0 users)

Cluster: Production and Distribution of Writing.

Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Degree of Alignment: Not Rated (0 users)

Cluster: Research to Build and Present Knowledge.

Standard: Draw evidence from informational texts to support analysis, reflection, and research.

Degree of Alignment: Not Rated (0 users)