High School Science SOL Standards

The student will investigate and understand that there are common mechanisms for inheritance. Key ideas include:

The student will investigate and understand that populations change through time. Key ideas include:

The student will investigate and understand that there are dynamic equilibria within populations, communities, and ecosystems. Key ideas include:

The student will demonstrate an understanding of scientific and engineering practices by:

asking questions and defining problems

ask questions that arise from careful observation of phenomena and/or organisms, from examining models and theories, and/or to seek additional information

determine which questions can be investigated within the scope of the school laboratory or field to determine relationships between independent and dependent variables

generate hypotheses based on research and scientific principles

make hypotheses that specify what happens to a dependent variable when an independent variable is manipulated

planning and carrying out investigations

individually and collaboratively plan and conduct observational and experimental investigations

plan and conduct investigations or test design solutions in a safe and ethical manner including considerations of environmental, social, and personal effects

determine appropriate sample size and techniques

select and use appropriate tools and technology to collect, record, analyze, and evaluate data

interpreting, analyzing, and evaluating data

construct and interpret data tables showing independent and dependent variables, repeated trials, and means

construct, analyze, and interpret graphical displays of data

use data in building and revising models, supporting an explanation for phenomena, or testing solutions to problems

analyze data using tools, technologies, and/or models to make valid and reliable scientific claims or determine an optimal design solution

constructing and critiquing conclusions and explanations

make quantitative and/or qualitative claims regarding the relationship between dependent and independent variables

construct and revise explanations based on valid and reliable evidence obtained from a variety of sources including students’ own investigations, models, theories, simulations, and peer review

apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and design solutions

compare and evaluate competing arguments or design solutions in light of currently accepted explanations and new scientific evidence

construct arguments or counterarguments based on data and evidence

differentiate between a scientific hypothesis and theory

developing and using models

evaluate the merits and limitations of models

develop, revise, and/or use models based on evidence to illustrate or predict relationships

develop and/or use models to generate data to support explanations, predict phenomena, analyze systems, and/or solve problems

obtaining, evaluating, and communicating information

compare, integrate, and evaluate sources of information presented in different media or formats to address a scientific question or solve a problem

gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and credibility of each source

communicate scientific and/or technical information about phenomena in multiple formats

The student will investigate and understand that chemical and biochemical processes are essential for life. Key ideas include:

water chemistry has an influence on life processes;

macromolecules have roles in maintaining life processes;

enzymes have a role in biochemical processes;

protein synthesis is the process of forming proteins which influences inheritance and evolution; and

the processes of photosynthesis and respiration include the capture, storage, transformation, and flow of energy.

The student will investigate and understand that cells have structure and function. Key ideas include:

the cell theory is supported by evidence;

structures in unicellular and multicellular organisms work interdependently to carry out life processes;

cell structures and processes are involved in cell growth and division;

the structure and function of the cell membrane support cell transport; and

specialization leads to the development of different types of cells.

The student will investigate and understand that bacteria and viruses have an effect on living systems. Key ideas include:

viruses depend on a host for metabolic processes;

the modes of reproduction/replication can be compared;

the structures and functions can be compared;

bacteria and viruses have a role in other organisms and the environment; and

the germ theory of infectious disease is supported by evidence.

DNA has structure and is the foundation for protein synthesis;

the structural model of DNA has developed over time;

the variety of traits in an organism are the result of the expression of various combinations of alleles;

meiosis has a role in genetic variation between generations; and

synthetic biology has biological and ethical implications.

The student will investigate and understand that modern classification systems can be used as organizational tools for scientists in the study of organisms. Key ideas include:

organisms have structural and biochemical similarities and differences;

fossil record interpretation can be used to classify organisms;

developmental stages in different organisms can be used to classify organisms;

Archaea, Bacteria, and Eukarya are domains based on characteristics of organisms;

the functions and processes of protists, fungi, plants, and animals allow for comparisons and differentiation within the Eukarya kingdoms; and

systems of classification are adaptable to new scientific discoveries.

evidence is found in fossil records and through DNA analysis;

genetic variation, reproductive strategies, and environmental pressures affect the survival of populations;

natural selection is a mechanism that leads to adaptations and may lead to the emergence of new species; and

biological evolution has scientific evidence and explanations.

interactions within and among populations include carrying capacities, limiting factors, and growth curves;

nutrients cycle with energy flow through ecosystems;

ecosystems have succession patterns; and

natural events and human activities influence local and global ecosystems and may affect the flora and fauna of Virginia.

The student will demonstrate an understanding of scientific skills and processes by:

asking questions and defining problems

ask questions that arise from careful observation of phenomena and/or organisms or from examining models and theories, or unexpected results, and/or to seek additional information

determine which questions can be investigated within the scope of the school laboratory or field to determine relationships between independent and dependent variables

make hypotheses that specify what happens to a dependent variable when an independent variable is manipulated

planning and carrying out investigations

individually and collaboratively plan and conduct observational and experimental investigations

plan and conduct investigations or test design solutions in a safe and ethical manner including considerations of environmental, social, and personal impacts

determine appropriate sample size and techniques

select and use appropriate tools and technology to collect, record, analyze, and evaluate data

interpreting, analyzing, and evaluating data

construct and interpret data tables showing independent and dependent variables, repeated trials, and means

construct, analyze, and interpret graphical displays of data, including scatterplots and line plots and consider limitations of data analysis

apply mathematical concepts and processes to scientific questions

use data in building and revising models, supporting explanation for phenomena, or testing solutions to problems

analyze data using tools, technologies, and/or models to make valid and reliable scientific claims or determine an optimal design solution

constructing and critiquing conclusions and explanations

make quantitative and/or qualitative claims regarding the relationship between dependent and independent variables

apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and design solutions

compare and evaluate competing arguments or design solutions in light of currently accepted explanations and new scientific evidence

construct arguments or counter arguments based on data and evidence

differentiate between a scientific hypothesis and theory

developing and using models

evaluate the merits and limitations of models

develop, revise, and/or use models based on evidence to illustrate or predict relationships

develop and/or use models to generate data to support explanations, predict phenomena, analyze systems, and/or solve problems

obtaining, evaluating, and communicating information

compare, integrate, and evaluate sources of information presented in different media or formats to address a scientific question or solve a problem

gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and credibility of each source

communicate scientific and/or technical information about phenomena in multiple formats

The student will investigate and understand that dead organic matter is crucial to the internal cycling of nutrients in an ecosystem. Key concepts include:

climate impacts the type of decomposers in an ecosystem

rate of decomposition varies by organism and climate

The student will investigate and understand the effect of human influence on an ecosystem. Key concepts include:

Humans influence the pattern of natural changes such as primary/secondary succession and desertification

The student will analyze how biotic and abiotic factors interact to affect the distribution of species and the diversity of life on Earth. Key concepts include:

the biotic and abiotic components that define various biomes and aquatic life zones

global climate patterns and biogeography impact diversity

different factors lead to the species richness of an ecosystem and the importance of biodiversity

natural selection has a role in organismal adaptations that are specific to their habitats

Students will assess the impact of human activities on the natural world, and research how ecological theory can address current issues facing our society, both locally and globally. Key issues include:

major primary and secondary pollutants

sustainable and unsustainable use of resources, including soil, timber, fish and wild game, mineral resources, and nonrenewable energy;

natural and anthropogenic climate change

habitat fragmentation and habitat loss on biodiversity in relation to island biogeography, and apply island biogeography theory to the design of parks and nature preserves; and

the ecological impact of agriculture (historical and modern) in the environment and its implications for feeding the world’s population.

The student will investigate and understand that Life History Theory allows for the prediction of an organism's development and behaviors. Key concepts include:

Explain how the Life History Theory predicts an organism's potential development and interactions

Describe the characteristics that make up an organism's life history

Investigate differences in development among different groups of organisms

Compare and contrast K-selection and R-selection

Predict how an organism would grow, develop, and reproduce based on its life history

Investigate differences in animal behavior (such as taxis v. kinesis)

The student will understand that the individual is the basic unit of ecology. Key ideas include:

classification is based on molecular phylogenetics, structural, and biochemical characteristics

organisms can be classified based on how they use energy

systemics, the science of grouping and categorizing organisms, is adaptable to new scientific discoveries

The student will investigate and understand that plants have evolved a variety of adaptations to survive, grow, and reproduce in the wide range of environmental conditions on Earth. Key environmental conditions include:

quantities of reactants for photosynthesis

temperature

nutrient availability

predators

natural selection

adaptations

environmental relationships

The student will investigate and understand that animals have evolved a variety of adaptations to survive, grow, and reproduce in the diversity of environments existing on earth. Adaptions include:

body size

acquiring and digesting food

oxygen absorption

maintaining temperature and water balance

variations to light and temperature

The student will investigate and understand that different factors influence population density, dispersion, and demographics and use models as predictors of population growth. Key concepts include:

basic structure of ecological populations includes population distribution and population abundance;

factors that regulate population growth include intraspecific competition in population growth and population density;

limits to population growth include limiting factors, population density, and carrying capacity;

population growth can be described as geometric or exponential;

models are used to predict population growth

the impact of rapid growth of human population is a source of environmental problems.

The student will investigate and understand that intraspecific interactions and natural selection have an impact on a population. Key ideas include:

there is intraspecific and interspecific competition

organisms have symbiotic relationships

The student will explore and analyze community structures and interactions. Key concepts include:

species interactions (e.g. predation, parasitism, mutualism, commensalism, and competition) and adaptations have evolved in response to interspecific selective pressures;

ecological niches and resource partitioning impact interactions

dominant, keystone, foundation, and endangered species have roles in ecosystems and communities, locally and globally;

ecological succession changes communities over time and may have an impact of disturbance on community composition

species diversity relates to the stability of ecosystems and communities

The student will understand the energy flow through an ecosystem. Key concepts include:

food chains, webs, and pyramids model energy flow in ecosystems

primary productivity is important in ecosystems

efficiency of energy use is important

thermodynamic principles apply in an ecological system

the stability of an ecosystem is related to the biodiversity

construct and revise explanations based on valid and reliable evidence obtained from a variety of sources including students’ own investigations, models, theories, simulations, peer review

The student will demonstrate an understanding of scientific and engineering practices by

asking questions and defining problems

ask questions that arise from careful observation of phenomena, examination of a model or theory, unexpected results, and/or to seek additional information

determine which questions can be investigated within the scope of the school laboratory

make hypotheses that specify what happens to a dependent variable when an independent variable is manipulated

generate hypotheses based on research and scientific principles

define design problems that involve the development of a process or system with interacting components, criteria and constraints

planning and carrying out investigations

individually and collaboratively plan and conduct observational and experimental investigations

plan and conduct investigations or test design solutions in a safe manner, including planning for response to emergency situations

select and use appropriate tools and technology to collect, record, analyze, and evaluate data

interpreting, analyzing and evaluating data

record and present data in an organized format that communicates relationships and quantities in appropriate mathematical or algebraic forms

use data in building and revising models, supporting explanations for phenomena, or testing solutions to problems

solve problems using mathematical manipulations including the International System of Units (SI), scientific notation, derived units, significant digits, and dimensional analysis

analyze data using tools, technologies, and/or models (e.g., computational, mathematical) to make valid and reliable scientific claims or determine an optimal design solution

analyze data graphically and use graphs to make predictions

differentiate between accuracy and precision of measurements

consider limitations of data analysis when analyzing and interpreting data

analyze data to optimize a design

constructing and critiquing conclusions and explanations

construct and revise explanations based on valid and reliable evidence obtained from a variety of sources

apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena or design solutions

compare and evaluate competing arguments in light of currently accepted explanations and new scientific evidence

construct arguments or counterarguments based on data and evidence

differentiate between scientific hypothesis, theory, and law

developing and using models

evaluate the merits and limitations of models

develop, revise, and/or use models based on evidence to illustrate or predict relationships

use models and simulations to visualize and explain the movement of particles, to represent chemical reactions, to formulate mathematical equations, and to interpret data sets

obtaining, evaluating, and communicating information

compare, integrate, and evaluate sources of information presented in different media or formats to address a scientific question or solve a problem

gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and credibility of each source

communicate scientific and/or technical information about phenomena and/or a design process in multiple formats

The student will investigate and understand that elements have properties based on their atomic structure. The periodic table is an organizational tool for elements based on these properties. Key information pertaining to the periodic table includes

average atomic mass, isotopes, mass number, and atomic number;

nuclear decay;

trends within groups and periods including atomic radii, electronegativity, shielding effect, and ionization energy

electron configurations, valence electrons, excited electrons, and ions; and

historical and quantum models

The student will investigate and understand that atoms are conserved in chemical reactions. Knowledge of chemical properties of the elements can be used to describe and predict chemical interactions. Key ideas include

chemical formulas are models used to represent the number of each type of atom in a substance;

substances are named based on the number of atoms and the type of interactions between atoms;

balanced chemical equations model rearrangement of atoms in chemical reactions;

atoms bond based on electron interactions;

molecular geometry is predictive of physical and chemical properties; and

reaction types can be predicted and classified.

The student will investigate and understand that molar relationships compare and predict chemical quantities. Key ideas include

Avogadro’s principle is the basis for molar relationships; and

stoichiometry mathematically describes quantities in chemical composition and in chemical reactions.

The student will investigate and understand that solutions behave in predictable and quantifiable ways. Key ideas include

molar relationships determine solution concentration

changes in temperature can affect solubility;

extent of dissociation defines types of electrolytes;

pH and pOH quantify acid and base dissociation; and

colligative properties depend on the extent of dissociation

The student will investigate and understand that the phases of matter are explained by the kinetic molecular theory. Key ideas include

pressure and temperature define the phase of a substance;

properties of ideal gases are described by gas laws; and

intermolecular forces affect physical properties.

The student will investigate and understand that thermodynamics explains the relationship between matter and energy. Key ideas include

heat energy affects matter and interactions of matter;

heating curves provide information about a substance;

reactions are endothermic or exothermic;

energy changes in reactions occur as bonds are broken and formed;

collision theory predicts the rate of reactions;

rates of reactions depend on catalysts and activation energy; and

enthalpy and entropy determine the extent of a reaction.

The student will demonstrate an understanding of scientific and engineering practices by

The student will investigate and understand that oceans are complex, dynamic systems and are subject to long- and short-term variations.

chemical, biological, and physical changes affect the oceans

environmental and geologic occurrences affect ocean dynamics;

unevenly distributed heat in the oceans drives much of Earth’s weather;

features of the sea floor reflect tectonic and other geological processes; and

human actions, including economic and public policy issues, affect oceans and the coastal zone including the Chesapeake Bay.

The student will investigate and understand that the atmosphere is a complex, dynamic system and is subject to long-and short-term variations. Key ideas include

the composition of the atmosphere is critical to most forms of life;

biologic and geologic interactions over long and short time spans change the atmospheric composition;

natural events and human actions may stress atmospheric regulation mechanisms;

human actions, including economic and policy decisions, affect the atmosphere.

The student will investigate and understand that Earth’s weather and climate are the result of the interaction of the sun’s energy with the atmosphere, oceans, and the land.

weather involves the reflection, absorption, storage, and redistribution of energy over short to medium time spans;

weather patterns can be predicted based on changes in current conditions;

extreme imbalances in energy distribution in the oceans, atmosphere, and the land may lead to severe weather conditions;

models based on current conditions are used to predict weather phenomena; and

changes in the atmosphere and the oceans due to natural and human activity affect global climate.

asking questions and defining problems

ask questions that arise from careful observation of phenomena, examination of a model or theory, or unexpected results, and/or to seek additional information

determine which questions can be investigated within the scope of the school laboratory or field experience

generate hypotheses based on research and scientific principles

make hypotheses that specify what happens to a dependent variable when an independent variable is manipulated

define design problems that involve the development of a process or system with multiple components and criteria

planning and carrying out investigations

individually and collaboratively plan and conduct observational and experimental investigations

plan and conduct investigations to test design solutions in a safe and ethical manner including considerations of environmental, social and personal effects

select and use appropriate tools and technology to collect, record, analyze, and evaluate data

interpreting, analyzing, and evaluating data

construct and interpret data tables showing independent and dependent variables, repeated trials, and means

construct, analyze, and interpret graphical displays of data and consider limitations of data analysis

apply mathematical concepts and processes to scientific questions

use data in building and revising models, supporting explanations of phenomena, or testing solutions to problems

analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution

constructing and critiquing conclusions and explanations

make quantitative and/or qualitative claims based on data

construct and revise explanations based on valid and reliable evidence obtained from a variety of sources, including students’ own investigations, models, theories, simulations, and peer review

apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena or design solutions

construct arguments or counterarguments based on data and evidence

differentiate between a scientific hypothesis, theory, and law

developing and using models

evaluate the merits and limitations of models

develop, revise, and/or use models based on evidence to illustrate or predict relationships

construct and interpret scales, diagrams, classification charts, graphs, tables, imagery, models, including geologic cross sections and topographic profiles

read and interpret topographic and basic geologic maps and globes, including location by latitude and longitude

obtaining, evaluating, and communicating information

compare, integrate, and evaluate sources of information presented in different media or formats to address a scientific question or solve a problem

gather, read, and evaluate scientific and/or technical information from multiple sources, assessing the evidence and credibility of each source

communicate scientific and/or technical information about phenomena and/or a design process in multiple formats

The student will demonstrate an understanding that there are scientific concepts related to the origin and evolution of the universe.

the big bang theory explains the origin of universe;

stars, star systems, and galaxies change over long periods of time;

characteristics of the sun, planets and their moons, comets, meteors, asteroids, and dwarf planets are determined by materials found in each body; and

evidence from space exploration has increased our understanding of the structure and nature of our universe.

The student will investigate and understand that Earth is unique in our solar system.

Earth supports life because of its relative proximity to the sun and other factors

the dynamics of the sun-Earth-moon system cause seasons, tides, and eclipses.

The student will investigate and understand that there are major rock-forming and ore minerals

analysis of physical and chemical properties supports mineral identification;

characteristics of minerals determine the uses of minerals; and

minerals originate and are formed in specific ways.

The student will investigate and understand that igneous, metamorphic, and sedimentary rocks can transform

Earth materials are finite and are transformed over time;

the rock cycle models the transformation of rocks;

layers of Earth have rocks with specific chemical and physical properties; and

plate tectonic and surface processes transform Earth materials.

The student will investigate and understand that resource use is complex.

global resource use has environmental liabilities and benefits;

availability, renewal rates, and economic effects are considerations when using resources;

use of Virginia resources has an effect on the environment and the economy

all energy sources have environmental and economic effects.

The student will investigate and understand that plate tectonic theory explains Earth’s internal and external geologic processes.

convection currents in Earth’s interior lead to the movement of plates and influence the distribution of materials in Earth’s layers, and may impact the magnetic field

features and processes occur within plates and at plate boundaries;

interaction between tectonic plates causes the development of mountain ranges and ocean basins; and

evidence of geologic processes is found in Virginia’s geologic landscape.

The student will investigate and understand that freshwater resources influence and are influenced by geologic processes and human activity.

water influences geologic processes including soil development and karst topography

the nature of materials in the subsurface affect the water table and future availability of fresh water

weather and human usage affect freshwater resources, including water locations, quality, and supply

stream processes and dynamics affect the major watershed systems in Virginia, including the Chesapeake Bay and its tributaries.

The student will investigate and understand that many aspects of the history and evolution of Earth and life can be inferred by studying rocks and fossils.

traces and remains of ancient, often extinct, life are preserved by various means in sedimentary rocks;

superposition, cross-cutting relationships, index fossils, and radioactive decay are methods of dating rocks and Earth events and processes;

absolute (radiometric) and relative dating have different applications but can be used together to determine the age of rocks and structures; and

rocks and fossils from many different geologic periods and epochs are found in Virginia.

Scientific Skills and Processes

Students will identify and investigate problems scientifically and will communicate information clearly in writing, discussions, and debates.

The student will demonstrate an understanding of the nature of science and scientific reasoning and logic as it applies to environmental science.

The student will demonstrate an understanding of the use of mathematical reasoning and processes in environmental science.

The student will analyze current environmental issues and apply the process of engineering design in order to propose feasible solutions.

The Physical World

The student will investigate and understand the fundamentals of matter and its interactions.

The student will investigate and understand how matter flows in the fundamental processes of Earth systems.

The students will investigate and understand the major processes and systems that form Earth, including how water, living things, and rock act together to shape landforms.

The Living World

The student will investigate and understand that the Earth is one interconnected system to include the hierarchy and the flow of energy within an ecosystem.

Student will describe stability and change as it relates to both populations and ecosystems.

Resources

The student will investigate and understand conservation of Earth’s resources.

The student will investigate and understand Earth’s resources.

Human impact, global climate change, and civic responsibility

The student will investigate and understand the human impact on our environment.

The student will investigate and understand pollution and waste management.

The student will investigate and understand global climate change.

The student will investigate and understand civic responsibility and environmental policies.

Impacts of Computing

Algorithms and Programming

Data and Analysis

Cybersecurity

Networks and the Internet

Computing Systems

The student will

compare the structures, functions, and interactions between application software, system software, and hardware; and

explore the relationship between hardware and software using the Internet of Things.

The student will create interactive data visualizations using software tools to help others better understand real-world phenomena.

The student will use data analysis tools and techniques to identify patterns in data representing complex systems.

The student will develop a program working individually and in teams using a text-based language.

The student will identify the expected output of a program given a problem and some input.

The student will design and iteratively develop programs for practical intent or personal expression, incorporating feedback from users.

The student will design and implement algorithms using

sequencing of instructions;

conditional execution; and

iteration.

The student will implement a program that accepts input values, stores them in appropriately named variables, and produces output.

The student will trace the execution of an algorithm, illustrating output and changes in values of named variables.

The student will apply the basic operations used with numeric and non-numeric data types in developing programs.

The student will use predefined functions to simplify the solution of a complex problem.

The student will model how information is broken down into smaller pieces, transmitted as packets through multiple devices over networks and the Internet, and reassembled at the destination.

The student will apply simple algorithms to a collection of data.

The student will create programs

demonstrating an understanding that program development is an ongoing process that requires adjusting and debugging along the way; and

using version control to create and refine programs.

The student will use tools and methods for collaboration on a project to increase connectivity of people in different cultures and career fields.

The student will evaluate the ways computing impacts personal, ethical, social, economic, and cultural practices.

The student will explain the beneficial and harmful effects that intellectual property laws can have on innovation, including the impact of open source software.

The student will explain the privacy concerns related to the collection and generation of data through automated processes that are not always evident to users.

The student will explain the role of protocols in transmitting data across networks and the Internet.

The student will evaluate the scalability and reliability of networks, by describing the relationship between routers, switches, servers, topology and addressing.

The student will identify and explain ways that sensitive data (assets) can be threatened by malware and other computer attacks, using appropriate terminology.

The student will give examples of ways to protect sensitive data (assets) from malware and other computer attacks and evaluate them according to multiple criteria.

The student will explain typical tradeoffs between usability and security and recommend security measures in a given scenario based on these (or other) tradeoffs.

The student will write or adapt a program to validate its input and to avoid certain kinds of vulnerabilities.

The student will evaluate the tradeoffs in how data elements are organized and where data is stored.

Era of Global Change

Era of Global Wars

Global Interactions

Age of Revolutions

Emergence of a Global Age

Skills

The student will apply history and social science skills to the content by

selecting and synthesizing evidence from information sources, including, but not limited to artifacts, primary and secondary sources, charts, graphs, and diagrams in events in world history;

applying geographic skills to determine and predict patterns and trends of people, places, and events;

questioning to construct arguments, using evidence from multiple sources;

investigating and analyzing evidence from multiple sources to construct arguments and draw conclusions;

comparing and contrasting historical, cultural, economic, and political perspectives;

determining cause and effect to analyze connections;

using decision-making models, including, but not limited to T-charts and Venn diagrams, to analyze and explain the incentives for and consequences of a specific choice;

engaging and communicating as an informed individual with different perspectives;

developing products that reflect an understanding of research and content to make real-life connections; and

contextualizing and corroborating sources for credibility, propaganda, and bias to determine patterns and trends to understand the modern world.

The student will apply history and social science skills to analyze the political, cultural, geographic, and economic conditions in the world around 1500 A.D. by

locating major states and empires;

describing the beliefs, sacred writings, traditions, customs, and growth of major religions, including, but not limited to Buddhism, Christianity, Hinduism, Islam, Judaism, and Sikhism; and

analyzing major trade patterns, regional and global interactions, cultural exchanges, technological, and scientific exchanges.

The student will apply history and social science skills to understand the significance of the Cold War during the second half of the 20th century by

explaining the causes, the domino theory, the role of containment, and the differences between the United States and Soviet Union economic and political systems;

describing the events, conflicts, and revolutionary movements, including, but not limited to the Berlin Blockade, the Suez Canal Crisis, the Hungarian Revolution, the Bay of Pigs, the Cuban Missile Crisis, and the Prague Spring, as well as the impact of clandestine operations on the Cold War;

describing conflicts, events, and major leaders in Asia, including Mao Zedong, Chiang Kaishek, Deng Xiaoping, and Ho Chi Minh, and Tiananmen Square;

explaining the collapse of communism in the Soviet Union and Eastern Europe and the end of the Cold War, including the actions of Mikhail Gorbachev, Pope John Paul II, Ronald Reagan, Margaret Thatcher, and Vaclav Havel;

examining the political and economic causes and global consequences of the breakup of the Soviet Union; and

analyzing how nations around the world developed a culture of global interdependence.

The student will apply history and social science skills to identify the political, economic, and socioeconomic aspects of independence movements and decolonization by

describing the struggles for self-rule, including Gandhi’s leadership and the development of India’s democracy;

describing African independence movements in Ghana, Algeria, Kenya, and South Africa, including, but not limited to Jomo Kenyatta’s leadership of Kenya and Nelson Mandela’s role in South Africa;

describing the end of the League of Nations’ mandate system and the creation of states in the Middle East, including the roles of Golda Meir and Gamal Abdel Nasser; and

explaining the effects of decolonization and other methods of gaining independence.

The student will apply history and social science skills to explain global changes during the 21st century by

identifying modern era genocides and crimes against humanity, including, but not limited to Mao’s Cultural Revolution, the Stalin regime, Armenia, Cambodia, Fidel Castro’s Cuba, Darfur, Rwanda, and China’s minority Uyghur population;

identifying contemporary economic and political issues and ethnic and religious conflicts resulting in the migrations of refugees;

examine the development, role, and effects of technology, including social media and chemical and biological technologies;

analyzing the increasing impact, events, and conditions that have given rise to international terrorism, including, but not limited to the U.S. Embassy bombing in Beirut, the Lockerbie Bombing of Pan AM Flight 103, the U.S. Embassy bombings in Nairobi and Kenya, and the 2011 Breivik shootings; and

describing economic interdependence, including the rise of multinational corporations, international organizations, and trade agreements.

The student will apply history and social science skills to analyze the Renaissance and Protestant Reformation in terms of their impacts on Western civilization by

explaining the effects of the theological, political, and economic differences that emerged, including the views and actions of Martin Luther, John Calvin, Henry VIII, and Elizabeth I;

describing how the Renaissance and Reformation led to changing cultural values, traditions, and philosophies and the role of the printing press in disseminating these changes; and

describing the effect of religious conflicts on society and government actions, including, but not limited to the Inquisition and the Catholic Reformation.

The student will apply history and social science skills to describe European exploration by

explaining the political, social, cultural, and economic goals of European exploration and colonization;

comparing and contrasting the social, political, economic, and cultural effects of European colonization and the responses of Indigenous peoples in Africa, Asia, and the Americas; and

analyzing how competition for colonies among Britain, France, and Spain changed the economic system of Europe.

The student will apply history and social science skills to analyze the political, socio-cultural, geographic, religious, and economic conditions in Europe, Russia, and the Americas that led to political unrest and revolution from approximately 1500 (A.D.) to about 1800 by

describing the series of wars in Europe, including, but not limited to the French Wars of Religion, the Thirty Years War, the German Peasants’ War, the Tudor Rebellions, and the Dutch Revolt;

defining and describing how the Scientific Revolution and Enlightenment influenced the European view of the world, including, but not limited to Descartes, Hume, Kant, Locke, Montesquieu, Isaac Newton, Rousseau, and Voltaire;

analyzing Enlightenment themes and how they influenced the political foundations of Virginia and the United States;

describing the Age of Absolutism with emphasis on the development of France and Louis XIV and the Hapsburg empire and Charles V;

describing the development of constitutional monarchy in Great Britain, with emphasis on the English Civil War and the Glorious Revolution and their impacts on democracy;

explaining the influence of the American Revolution on the causes and effects of the French and Latin American Revolutions; and

assessing the effect of Napoleon and the Congress of Vienna on political power in Europe.

The student will apply history and social science skills to understand Asia from approximately 1500 A.D. to approximately 1800 A.D. by

describing the location and development of previously established trade routes, the economic success, the influence of religion, and the factors contributing to the longevity of the Ottoman Empire’s influence and power;

describing the location and development of northern and southern empires in India, including, but not limited to the major trading posts, the growth of Sikhism challenging the Mughal Empire, and cultural developments;

describing the location, origins, and development of China, including, but not limited to the expansion, development, and social and cultural patterns within the Ming and Qing (Manchu) dynasties; and

describing the location, origins, and development of Japan, including, but not limited to the incentives and consequences of the Tokugawa shogunate’s closed-country policy, the roles of important figures in Japanese society, such as the Emperor and the Shogun, and the importance of religion in Japanese society.

The student will apply history and social science skills to understand sub-Saharan Africa from approximately 1500 A.D. to approximately 1800 A.D. by

describing the location and development of Eastern and Western Africa;

explaining the influence of Askia Muhammad in the region;

analyzing the role of religion in Eastern and Western Africa, including Islam in Songhai, Coptic Christianity in Ethiopia, and Animism in the Songhai and Asante (Ashanti) Empires;

analyzing the role of the Ashanti and other powerful Western African empires in the Transatlantic Slave Trade;

examining the Swahili trade network and its impacts on Eastern Africa;

comparing and contrasting the development of Central and Southern Africa, including, but not limited to the political systems of the Songhai, Asante (Ashanti), Kongo, and Zulu empires;

analyzing the adoption of African Christianity in Kongo and comparing it to the practice of Indigenous religions in the Zulu Empire; and

identifying trading partners, resources, and products exchanged with major Central and Southern African empires.

The student will apply history and social science skills to analyze the global impact of changes in European nations between 1800 and 1900 by

explaining the roles of resources, capital, and entrepreneurship in developing an industrial economy;

analyzing the effects of the First and Second Industrial Revolutions;

evaluating responses to imperialism, including, but not limited to the Sepoy Mutiny and the Boxer Rebellion;

explaining the events related to the unification of Italy and the role of Italian nationalism; and

explaining the events related to the unification of Germany and the role of Bismarck.

The student will apply history and social science skills to understand World War I by

explaining economic and political causes and identifying major events and leaders of the war, including, but not limited to the assassination of Archduke Franz Ferdinand, Georges Clemenceau, John J. Pershing, Kaiser Friedrich Wilhelm II, and Woodrow Wilson;

identifying the changes to modern warfare exemplified in battles along the Eastern and Western fronts;

describing major battles, including, but not limited to Gallipoli, Marne, Meuse-Argonne, Somme, and Verdun;

analyzing and explaining the terms of the Treaty of Versailles, the actions of the League of Nations, and the mandate system;

identifying the causes and consequences of the Russian Revolution;

explaining the causes and effects of worldwide depression in the 1930s; and

examining the rise of totalitarianism.

The student will apply history and social science skills to understand World War II by

explaining economic and political causes and identifying major events and leaders of the war, including, but not limited to Winston Churchill, Dwight Eisenhower, Adolf Hitler, Michinomiya Hirohito, Joseph Stalin, Douglas MacArthur, Franklin D. Roosevelt, Harry Truman, and Admiral Chester Nimitz;

describing the major battles, including, but not limited to Leningrad, Midway, Normandy, Okinawa, and Stalingrad;

identifying the role of technology in the war, including, but not limited to naval power, cavity magnetron and radar, computers (i.e., the Electronic Numerical Integrator and Computer [ENIAC]), antibiotics, and the atomic bomb;

describing key causes, events, victims, and impacts of the Holocaust, including antisemitism, the rise of the Nazi Party, Kristallnacht, the establishment of ghettos, concentration and death camps, mobile killing squads, rescue, Jewish resistance, and liberation;

examining the effects of the war, with emphasis on the terms of the peace, the war crimes trials, the division of Europe, plans to rebuild Germany and Japan, the creation of international cooperative organizations, the Universal Declaration of Human Rights (1948), and the creation and defense of the modern state of Israel; and

describing the heroic aspects, including, but not limited to D-Day, the French Resistance, the Dunkirk Evacuation, covert action, and Operation Jedburgh.

The United States since World War II

Industrialization, Emergence of Modern America, and World Conflicts

Expansion, Civil War, and Reconstruction

Early America Through the Founding of the New Nation

Skills

The student will apply history and social science skills to the content by

selecting and synthesizing evidence from information sources, including, but not limited to artifacts, primary and secondary sources, charts, graphs, and diagrams, to question and understand information about events in Virginia and United States history;

applying geographic skills to determine and/or predict patterns and trends of people, places, and events;

questioning and using inquiry to construct arguments, using evidence from multiple sources;

investigating and analyzing evidence from multiple sources to construct arguments and draw conclusions;

comparing and contrasting historical, cultural, economic, and political perspectives;

determining cause and effect to analyze connections;

using economic decision-making models to analyze and explain the incentives for and consequences of a specific choice;

engaging and communicating as an informed individual with different perspectives;

developing products that reflect an understanding of research and content to make real-life connections; and

contextualizing corroborating and evaluating sources for credibility, propaganda, and bias to determine patterns and trends in Virginia and United States history.

The student will apply history and social science skills to describe early North America by

distinguishing how different Indigenous Peoples of North America used available resources to develop their culture, language, skills, and perspectives, including, but not limited to the nations in the Northeast, the Mississippi River Valley, the Atlantic seaboard, the Pacific coast, and the Southwest of North America;

describing the entrepreneurial characteristics of early explorers, including, but not limited to Christopher Columbus, Francisco Vázquez de Coronado, and Ponce de León and the technological developments that made nautical exploration possible;

connecting the aims, obstacles, and accomplishments of the explorers and sponsors of key expeditions to the Spanish Reconquista, the Protestant Reformation, and the CounterReformation; and

examining the trade routes, resources, and products that linked Africa, the West Indies, the American colonies, and Europe.

The student will apply history and social science skills to analyze how the nation grew and changed from the end of Reconstruction through the early 20th century b

analyzing the effects of westward movement and the admission of new states on the Indigenous peoples and the conflicts with the U.S. government, including, but not limited to the Battle of Little Bighorn and Wounded Knee;

examining and evaluating the motivations, contributions, and challenges immigrants to the United States faced before, during, and upon arrival;

analyzing the transformation of the American economy from agrarian to industrial, the growth of cities and trade, the role of the railroads and communication systems, and the concentration of wealth and mass production that created goods at cheaper and faster rates, including, but not limited to industrial leaders such as Andrew Carnegie, Andrew Mellon, and John D. Rockefeller and the growth of American philanthropy;

explaining the social and cultural impact of industrialization, including, but not limited to rapid urbanization, the effects on living and working conditions, the development of labor unions, and the emergence of more leisure time and activities;

evaluating and explaining the Progressive Movement and the impact of its legislation, including, but not limited to regulations for pollution, child labor, and food safety;

examining the “Byrd machine” and its dominance in Virginia government in the first half of the 20th century;

analyzing the effects of prejudice, discrimination, and “Jim Crow” laws including, but not limited to the responses of Booker T. Washington and W.E.B. DuBois, lynching and racial terror, race riots, the suppression of voting rights in Virginia and other Southern states, Ida B. Wells-Barnett’s anti-lynching crusade, the practice of eugenics, and the U.S. Supreme Court 1927 Buck v. Bell decision; and

explaining the emergence of public colleges, HBCUs, and land-grant institutions in Virginia and the United States as a way to expand educational opportunities and build specific skills and knowledge in agricultural and technological advances.

The student will apply history and social science skills to analyze the emerging role of the United States in world affairs during the end of the 19th and early 20th centuries by

explaining changes in foreign policy of the United States toward Latin America and Asia and the growing influence of the United States, including, but not limited to the impact of the Spanish-American War;

explaining the international significance of U.S. decisions and actions, including, but not limited to the Roosevelt Corollary to the Monroe Doctrine, the Spanish-American War, the acquisition of Alaska and Hawaii, and the Panama Canal construction;

evaluating the events, leaders, and changes that brought America out of a period of isolationism to enter WWI;

evaluating the United States’ involvement in World War I, including, but not limited to Woodrow Wilson’s Fourteen Points and the establishment of the League of Nations; and

evaluating and explaining the terms of the Treaty of Versailles, including, but not limited to the national debate in response to the formation of the League of Nations.

The student will apply history and social science skills to understand key international and domestic events, interests, and philosophies of the 1920s and 1930s by

analyzing the attacks on civil liberties, including, but not limited to the reemergence of the Ku Klux Klan, the Chicago riot of 1919, the Tulsa Race Massacre and the decimation of Black Wall Street, and the institution of redlining and resulting racial wealth gaps;

analyzing the connections between the Bolshevik Revolution and the First Red Scare, anarchist bombings, and the Palmer Raids;

analyzing the effects of changes in immigration to the United States including, but not limited to the Immigration Act of 1918 and the Immigration Act of 1924;

examining the purposes of Marcus Garvey’s “Back-to-Africa” movement, the American Civil Liberties Union, the National Association for the Advancement of Colored People, and the Anti-Defamation League;

analyzing the Roaring 20s, post-wartime effects on the American economy, how life changed as a result of innovation and inventions, and the diffusion of American popular culture;

examining the changing role of women in society and in the passage of the Eighteenth Amendment and the Nineteenth Amendment to the Constitution of the United States; and

examining the Great Migration and its influence on the Harlem Renaissance, prompting new trends in literature, music, and art, and the work of writers, including, but not limited to Zora Neale Hurston and Langston Hughes.

The student will apply history and social science skills to describe the effects of the Great Depression and New Deal policies on the United States by

explaining the causes of the Great Depression, including, but not limited to bank failures, stock purchases on margins, credit, overproduction, high tariffs and protectionism, and the 1929 stock market crash; and

evaluating and explaining how Franklin D. Roosevelt’s New Deal measures addressed the Great Depression and expanded the government’s role in the economy, its features, and effects.

The student will apply history and social science skills to analyze the United States’ involvement in World War II by

comparing and contrasting totalitarianism in Imperial Japan, communist Soviet Union, fascist Italy, and Nazi Germany;

analyzing the causes and events that led to America’s involvement, including the attack on Pearl Harbor, the U.S. response with Executive Order 9066 and the incarceration of Japanese Americans, and the Supreme Court case Korematsu v. United States;

identifying the similarities and differences in the strategy, major battles, and impacts of key leaders of the Axis and Allied Powers;

evaluating and explaining the contributions of heroic military units including, but not limited to segregated, minority units, women, and the role of Virginia units in the America war effort;

describing major battles of World War II, including Midway, Normandy, Iwo Jima, Okinawa, and the Battle of the Bulge, as well as battles in Holland, Italy, and North Africa;

analyzing the Holocaust, beginning with the history and role of antisemitism in the persecution of Jews, the persecutions of other targeted groups, challenges related to the immigration of Jews, Hitler’s “Final Solution,” liberation, post-war trials, post-war immigration to the United States, and the creation of the modern state of Israel;

explaining American military intelligence and technology, including island hopping, the Manhattan Project, and the bombings of the Japanese cities of Hiroshima and Nagasaki; and

describing the significance of America’s role in the Allied victory, the Marshall Plan, and the significance of the United Nations.

The student will apply history and social science skills to analyze the United States’ foreign policy during the Cold War era by

explaining the origins and early development of the Cold War and how it changed American foreign policy, including, but not limited to the Truman Doctrine and the policy of containment;

explaining the long-term impact of the Marshall Plan, the formation of NATO, the Warsaw Pact, and the efforts of the United States to protect Western Europe;

describing events and leaders of the Cold War, including the Bay of Pigs, the Cuban Missile Crisis, John F. Kennedy, and Nikita Khrushchev;

analyzing the changing role of the United States in Asia, including Korea, Vietnam, and China, and the experiences of refugees from those nations; and

explaining how American foreign policy pressure, economic power and defense policy, and the assertion of American values led to the end of the Cold War.

The student will apply history and social science skills to analyze the causes and effects of the Civil Rights Movement by

analyzing the origins of the Civil Rights Movement, the effects of segregation, and efforts to desegregate schools, transportation, and public areas;

evaluating and explaining the impact of the Brown v. Board of Education decision and Virginia’s response of Massive Resistance, including, but not limited to the roles of Barbara Johns, R.R. Moton High School in Prince Edward County, Thurgood Marshall, and Oliver W. Hill, Sr;

evaluating the legacy of Dr. Martin Luther King, Jr., including "A Letter from a Birmingham Jail,” civil disobedience, the Southern Christian Leadership Conference, the “I Have a Dream” speech, and his assassination;

analyzing key events, including, but not limited to the murder of Emmett Till, bus boycotts, Little Rock Central High School desegregation, Greensboro sit-ins, Freedom Rides, Birmingham demonstrations, the 1963 March on Washington, the Freedom Summer, and Selma to Montgomery Marches, with additional emphasis on events in Virginia;

explaining how the tenets of the National Association for the Advancement of Colored People (NAACP), the 1963 March on Washington, the Civil Rights Act of 1964, and the Voting Rights Act of 1965 had an effect on all Americans; and

analyzing the effect of the Black Power Movement.

The student will apply history and social science skills to analyze political and social conditions in the United States during the second half of the 20th century and early 21st century by

assessing the development of and changes in domestic policies due to Supreme Court decisions and acts of Congress, including, but not limited to Brown v. Board of Education, the Federal Highway Act of 1956, the American Indian Movement (AIM), the Indian SelfDetermination and Education Assistance Act, the Equal Pay Act, the Americans with Disabilities Act, Title IX of the Education Amendments of 1972, the Marriage Equality Act, Obergefell v. Hodges, Gideon v. Wainwright, Miranda v. Arizona, and Roe v. Wade leading to Dobbs v. Jackson Women’s Health Organization;

analyzing key events and conditions that have given rise to terrorism as an attack on democracy and the United States' role in defending democracy, including, but not limited to the 1993 bombing of the World Trade Center, the 2000 bombing of the USS Cole, attacks on U.S. Embassies in Kenya and Tanzania, and the 9/11 attacks on the United States in 2001;

explaining social movements, including but not limited to the Vietnam War and the rise of the anti-war movement, Woodstock, the rise of the conservative movement and the election of Ronald Reagan, Women's Movement, Gay Rights Movement, Pro-life Movement, and an increased domestic focus on HIV/AIDS, the rise of antisemitism and hate crimes, and domestic terrorism;

connecting the legacy of the Civil Rights Movement to the election of Barack Obama; and

explaining scientific and technological changes and evaluating their impact on American culture, including media.

The student will apply history and social science skills to describe the political, religious, social, and economic characteristics of the first 13 colonies by

describing the reasons for establishing colonies in North America and the individuals and groups involved, including but not limited to John Smith, Roger Williams, William Penn, Lord Baltimore, William Bradford, and John Winthrop;

describing European settlement in the Americas, the Great Awakening, the character, practices, and growth of religious toleration, and the free exercise of religion;

describing the development of political self-government and a free-market economic system, as well as the differences among the British, Spanish, and French colonial systems; and

explaining the early democratic ideas and practices that emerged during the colonial period, including the significance of representative assemblies and town councils.

The student will apply history and social science skills to explain the development of African American culture in America and the impact of the institution of slavery by

describing the diverse cultures, languages, skills, and perspectives of Africans who were captured there and enslaved in the Americas;

describing the Middle Passage, the Transatlantic Slave Trade, chattel slavery, indentured servitude, and forced labor;

describing the slave trade in the U.S., Virginia, and Richmond;

analyzing the growth of the colonial economy that maximized profits through the use of indentured servitude and race-based enslavement of Africans; and

examining the cultures of enslaved Africans and identifying the various ways they persisted towards freedom.

The student will apply history and social science skills to analyze the cooperation and conflict between the Indigenous peoples and the new settlers by

describing the competition among the English, French, Spanish, Dutch, and Indigenous peoples for control of North America;

describing the cooperation that existed at times between the colonists and Indigenous peoples during the 1600s and 1700s, including, but not limited to agriculture, the fur trade, military alliances, treaties, and cultural interchanges;

describing the significance of Bacon’s Rebellion;

explaining the conflicts before the Revolutionary War; and

describing the violent conflicts among the Indigenous peoples’ nations, including the competing claims for control of lands.

The student will apply history and social science skills to understand the issues and events leading to and during the revolutionary period by

describing the results of the French and Indian War;

describing how political, religious, and economic ideas and interests contributed to the start of the American Revolution, including, but not limited to the resistance to imperial policy, the Stamp Act, the Townsend Acts, taxes on tea, the Coercive Acts, the Boston Tea Party, the Boston Massacre, Patrick Henry’s “Give Me Liberty, or Give Me Death” speech, the Battles of Lexington and Concord, the Battle of Bunker Hill, the Second Continental Congress and the Olive Branch Petition, and Thomas Paine’s Common Sense;

describing efforts by individuals and groups to mobilize support for the American Revolution, including the Minutemen, the Sons of Liberty, the First and Second Continental Congresses, and the Committees of Correspondence;

examining the contributions of those involved in the drafting and signing of the Declaration of Independence and the lasting legacy of the document;

analyzing the intervention of France and other factors that led to colonial victory in the Revolutionary War;

evaluating how key principles in the Declaration of Independence grew in importance to become unifying ideas of American political philosophy; and

analyzing the U.S. Presidents of this era, with emphasis on the presidents from Virginia.

The student will apply history and social science skills to describe the development and significance of the American political system by

examining founding documents to explore the development of American constitutional government, with emphasis on the significance of the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom in the framing of the Bill of Rights;

identifying the strengths and weaknesses of the Articles of Confederation;

describing the major compromises necessary to produce the Constitution of the United States, with emphasis on the struggles of ratification, the reasons for the Bill of Rights, and the roles of James Madison, Alexander Hamilton, George Mason, John Adams, and George Washington;

comparing the powers granted through the Constitution to citizens, Congress, the president, and the Supreme Court with those reserved to the states;

analyzing the issues and debates over the role of the federal government and the formation of political parties during the early National Era; and

explaining the significance of Chief Justice John Marshall and the Marbury v. Madison decision.

The student will apply history and social science skills to analyze major events in Virginia and United States history during the first half of the 19th century by

assessing the political and economic changes that occurred during this period, with emphasis on James Madison and the War of 1812;

explaining the role of broken treaties and the factors that led to military defeat of Indigenous peoples, including, but not limited to the resistance of Indigenous nations to encroachments and assimilation and the Trail of Tears;

explaining the influence and achievements of significant leaders of the time, including, but not limited to John Marshall, Andrew Jackson, Chief Tecumseh, Chief Logan, Chief John Ross, and Sequoyah;

analyzing the United States' subsequent actions with respect to its Indigenous peoples, including, but not limited to the Indian Reorganization Acts and McGirt v. Oklahoma;

describing the political results of territorial expansion and its impact on Indigenous peoples;

analyzing the social and cultural changes during the period, including, but not limited to immigration and “The Age of the Common Man” (Jacksonian Era);

examining the Texas Revolution and the Mexican-American War; and

evaluating the cultural, economic, and political issues that divided the nation, including the role of slavery, the abolitionist movements, and tariffs, in the conflicts that led to the Civil War.

The student will apply history and social science skills to analyze the development and abolition of slavery in the United States by

explaining how slavery is the antithesis of freedom;

describing the impacts of abolitionists, including, but not limited to Sojourner Truth, William Lloyd Garrison, Frederick Douglass, and Harriet Beecher Stowe;

analyzing key policies and actions, including, but not limited to the Missouri Compromise, the Compromise of 1850, the Kansas-Nebraska Act, Dred Scott v. Sanford, and the Emancipation Proclamation; and

explaining the extension of rights provided in the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution of the United States.

The student will apply history and social science skills to analyze the major turning points of the Civil War and Reconstruction eras by

describing major events and the roles of key leaders of the Civil War Era, including, but not limited to Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Frederick Douglass;

evaluating and explaining the significance and development of Abraham Lincoln’s leadership and political statements, including, but not limited to the significance of the Emancipation Proclamation and the principles outlined in the Gettysburg Address;

evaluating and explaining the impact of the war on Americans, with emphasis on Virginians, enslaved and free Blacks, the common soldier, and the home front;

evaluating postwar Reconstruction plans presented by key leaders of the Civil War;

evaluating and explaining the political and economic impact of the war and Reconstruction, including the adoption of the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution of the United States, sharecropping, the Freedman’s Bureau, and the rise of white supremacist groups;

evaluating Virginia’s stance on the Fourteenth Amendment, Virginia’s 1870 Constitution, and readmittance to Congress; and

evaluating the role of the biracial Readjuster Party in Virginia during Reconstruction in providing funds to expand a system of public schools and expanding employment opportunities for African Americans.

The Role of the Government in the Economy

State and Local Government

Elections

Foundations of American Constitutional Government

Skills

The student will apply history and social science skills to understand the foundations of American constitutional government by

describing the features of a democratic republic as influenced by forms of Athenian democracy and the Roman Republic;

analyzing the foundational principles found in historic writings and prior governing documents, including the Magna Carta, charters of the Virginia Company of London (April 10, 1606; May 23, 1609; and March 12, 1612), the works of Enlightenment philosophers (Locke, Hobbes, Rousseau, and others), the Great Awakening, and the English Bill of Rights;

evaluating the foundational principles expressed in the Constitution of Virginia, the Declaration of Independence, the Articles of Confederation, and the Constitution of the United States; and

analyzing George Mason’s Virginia Declaration of Rights, Thomas Jefferson’s Virginia Statute for Religious Freedom, and James Madison’s leadership role in securing adoption of the Bill of Rights by the First Congress.

The student will apply history and social science skills to explain the organization and powers of the state and local governments as described in the Constitution of Virginia by

analyzing legislative, executive, and judicial branches;

explaining the law-making process at the state and local levels;

examining the structure and powers of local governments (county, city, and town);

analyzing the relationship between state and local governments and the roles of regional authorities, governing boards, and commissions;

comparing partisan and nonpartisan offices; and

investigating and explaining the ways individuals and groups exert influence on state and local governments.

The student will apply history and social science skills to analyze civil liberties and civil rights by

explaining the difference between civil rights and civil liberties;

explaining the purpose of the Bill of Rights, with emphasis on First Amendment freedoms;

analyzing the rights of the accused and due process of law expressed in the Bill of Rights and the Fourteenth Amendment;

explaining how the Supreme Court has applied most of the protections of the Bill of Rights to the states through a process of selective incorporation;

evaluating the balance between individual liberties and the public interest; and

examining how civil liberties and civil rights are protected under the law.

The student will apply history and social science skills to understand the role of the United States in a changing world by

describing the responsibilities of the federal government for foreign policy and national security;

assessing and analyzing the role of national interest in shaping foreign policy and promoting world peace; and

examining the relationship of Virginia and the United States in the global economy, including trends in international trade.

The student will apply history and social science skills to understand the role of the United States in a changing world by

evaluating the economic and political systems of capitalism, communism, Marxism, socialism, fascism, authoritarianism, and totalitarianism;

comparing the characteristics of economies as described by Adam Smith, Karl Marx, John Maynard Keynes, Friedrich Hayek, Milton Friedman, and Thomas Sowell;

comparing and contrasting capitalism and socialism as economic systems, including the role of government in each and individual economic freedoms;

explaining the differences between the principles of the Bill of Rights and the Communist Manifesto;

evaluating the factors that influence production and distribution of goods in a market system; and

explaining how competition and free enterprise influence the local, national, and global economies.

The student will apply history and social science skills to explain the role of government in the Virginia and United States economies by

explaining government’s limited but important role in free enterprise and how that affects individual economic freedoms;

describing the provision of government goods and services that are not readily produced by the market;

evaluating government’s establishment and maintenance of the rules and institutions in which markets operate, including the establishment and enforcement of property rights, contracts, consumer rights, labor-management relations, environmental protection, and competition in the marketplace;

investigating and describing the types and purposes of taxation that are used by local, state, and federal governments to pay for services provided by the government;

analyzing how Congress can use fiscal policy to stabilize the economy;

describing how the Federal Reserve can use monetary policy to pursue price stability, full employment, and economic growth with the goal of stabilizing the economy; and

evaluating the trade-offs in government decisions.

The student will apply history and social science skills to describe the concept of democracy by

explaining the concepts of popular sovereignty, natural rights, the rule of law, selfgovernment, and “consent of the governed”;

comparing structures of government including constitutional republic, autocracy, direct democracy, representative democracy, the presidential system, and the parliamentary system;

recognizing the equality of all citizens under the law;

recognizing majority rule and minority rights;

recognizing the necessity of compromise; and

recognizing the freedom of the individual.

The student will apply history and social science skills to analyze the Virginia and United States Constitutions and the Bill of Rights by

examining the ratification debates and The Federalist Papers, including but not limited to No. 10 and No. 51;

evaluating the purposes for government stated in the Preamble;

defining the structure and authority of the national government as outlined in Article I, Article II, and Article III;

examining the differences between the powers and authority of state and national governments;

connecting the fundamental principles of checks and balances and separation of powers to the three branches of government;

describing how the Bill of Rights affirms natural rights as something that precedes politics; and

explaining the amendment process.

The student will apply history and social science skills to explore and understand the significance, reverence, and pride around the foundation of the American republic by

analyzing the five values of liberty, egalitarianism, individualism, populism, and laissezfaire government as described by Alexis de Tocqueville;

understanding the meaning and historical significance of the mottos "E Pluribus Unum" and "In God We Trust";

describing the fundamental concepts of American constitutional democracy, including how the government derives its power from the people, and the primacy of individual liberty;

defining the meaning of the American Creed that calls on citizens to safeguard the liberty of individual Americans within a unified nation, to respect the rule of law, and to preserve the Constitution; and

evaluating how the U.S. Constitution and the Bill of Rights protect freedoms and limit government.

The student will apply history and social science skills to explain the rights and responsibilities of United States citizenship by

describing the paths to U.S. citizenship;

obeying the law and paying taxes;

serving as a juror;

participating in the political process and voting in local, state, and national elections;

performing public service;

keeping informed about current issues;

practicing personal and fiscal responsibility; and

understanding that the United States has a voluntary military and the importance of Selective Service registration.

The student will apply history and social science skills to explain the process of local, state, and national elections by

describing how amendments and laws have extended the right to vote to previously disenfranchised Americans;

examining campaign finance laws and campaign funding and spending, including the impact of Supreme Court decisions, the nationalization of campaign financing, and the role of interest groups;

describing the nomination and election process, including the organization and evolving role of political parties and interest groups;

analyzing the influence of media coverage, campaign advertising, public opinion polls, social media, and digital communications;

explaining the role of the Electoral College and the impact of reapportionment and redistricting on elections and governance; and

evaluating challenges of the election process, including redistricting and gerrymandering.

The student will apply history and social science skills to describe the scope and limits of the powers of the legislative branch of the federal government as delineated in Article I of the United States Constitution by

describing its structure and the process for the election of its members;

describing how the power of the legislative branch has changed over time; and

evaluating how the processes of the legislative branch reflect the democratic principles of American constitutional government.

The student will apply history and science skills to describe the scope and limits of the powers of the executive branch of the federal government as delineated in Article II of the United States Constitution by

describing the structure and organization of the executive branch;

describing how the power of the executive branch has changed over time, including the Twentieth, Twenty-second, and Twenty-fifth Amendments; and

comparing and contrasting executive branch processes with those of the legislative branch.

The student will apply history and social science skills to describe the scope and limits of the powers of the federal judiciary as delineated in Article III of the United States Constitution by

describing the organization, jurisdiction, and proceedings of federal courts;

explaining how the Marshall Court established the Supreme Court as an independent branch of government in Marbury v. Madison;

describing how the Supreme Court decides cases; and

comparing the philosophy of originalism, judicial pragmatism, judicial activism, and judicial restraint.

The student will apply history and social science skills to the content by

selecting and synthesizing evidence from information sources, including, but not limited to artifacts, primary and secondary sources, charts, graphs, and diagrams, to question and understand government and politics;

applying geographic skills to determine and/or predict patterns and trends;

questioning and using inquiry to construct arguments, using evidence from multiple sources;

investigating and analyzing evidence from multiple sources to construct arguments and draw conclusions;

comparing and contrasting historical, cultural, economic, and political perspectives;

determining cause and effect to analyze connections;

using economic decision-making models to analyze and explain the incentives for and consequences of a specific choice;

engaging and communicating as an informed individual with persons with different perspectives;

developing products that reflect an understanding of research and content to make real-life connections; and

contextualizing, corroborating, and evaluating sources for credibility, propaganda, and bias to determine patterns and trends in Virginia and United States government and politics.

Leading to the Renaissance

The Middle Ages

Social, Cultural, Political, and Economic Development of Early Societies

Paleolithic Era into the Agricultural Revolution Neolithic Era

Skills

The student will apply history and social science skills to the content by

selecting and synthesizing evidence from information sources, including, but not limited to artifacts, primary and secondary sources, charts, graphs, and diagrams related to events in world history;

applying geographic skills to determine and predict patterns and trends of people, places, and events;

questioning to construct arguments, using evidence from multiple sources;

investigating and analyzing evidence from multiple sources to construct arguments and draw conclusions;

comparing and contrasting historical, cultural, economic, and political perspectives;

determining cause and effect to analyze connections;

using economic decision-making models to analyze and explain the incentives for and consequences of a specific choice;

engaging and communicating as a civil and informed individual with different perspectives;

developing products that reflect an understanding of research and content; and

contextualizing and corroborating sources to evaluate sources for credibility, propaganda, and bias to determine patterns and trends to understand the ancient world.

The student will apply history and social science skills to describe the period from the Paleolithic Era into the Neolithic Era by

describing the archaeological evidence of the first human and their geographic locations;

explaining the effect that geography had on the emergence and migration of hunter-gatherer societies;

describing characteristics of hunter-gatherer societies, including their use of tools and fire;

analyzing how technological and social developments gave rise to sedentary settlements; and

analyzing how archaeological discoveries change current understanding of early societies.

The student will apply history and social science skills to understand the civilizations of Medieval Europe by

describing the geography of the European and Eurasian landmass, including location, topography, waterways, vegetation, and climate, and their relationship to ways of life in Medieval Europe;

describing the spread of Christianity north of the Alps and the roles played by the early church and by monasteries in its diffusion after the fall of the western half of the Roman Empire; and

explaining the development and role of feudalism in the medieval European economy and the role of the manor as the center of feudal relationships at the foundation of the political order; and

describing the growth of towns and trade as Europe emerged from feudalism.

The student will apply history and social science skills to analyze the conflict and cooperation between the Papacy and European monarchs by

explaining the significance of developments in medieval English legal and constitutional practices, including, but not limited to the Magna Carta, parliaments, development of habeas corpus, and independent judiciary in England;

analyzing the reasons for the Great Schism in 1054;

tracing the causes and course of the Crusades and the effects on the Christian, Muslim, and Jewish populations in Europe and territorial claims;

describing the decline of Muslim rule in the Iberian Peninsula that resulted in the expansion of Christian rule and the rise of Spanish and Portuguese kingdoms; and

explaining the importance of the Catholic church as a political and intellectual institution and its effects on education, religious orders, preservation of languages and texts, and philosophy.

The student will apply history and social science skills to understand the Meso-American and Andean civilizations by

describing the locations, landforms, and climates of Mexico, Central America, and South America and their effects on Mayan, Aztec, and Incan economies, trade, and the development of urban societies;

explaining how and where each empire arose and how the Aztec and Incan empires were defeated by the Spanish;

describing the artistic and oral traditions and architecture in the three civilizations;

describing the Meso-American achievements in astronomy and mathematics, including the development of the calendar and the Meso-American knowledge of seasonal changes to the civilizations’ agricultural systems; and

examining the roles of people in each society, including class structures, family life, warfare, religious beliefs and practices, and slavery.

The student will apply history and social science skills to understand the factors contributing to the European Renaissance by

determining the economic, political, philosophical, and cultural foundations of the Italian Renaissance;

sequencing events related to the rise of Italian city-states and their political development, including Machiavelli’s theory of governing; and

analyzing the contributions of artists and philosophers of the Italian Renaissance, including Leonardo da Vinci, Michelangelo, and Petrarch.

The student will apply history and social science skills to describe early societies in the Fertile Crescent by

locating and explaining the development of Egypt and Nubia;

locating and explaining the development of Mesopotamia;

describing the development of the Israelites and the origins, beliefs, traditions, customs, persecution, and spread of Judaism; and

describing the development of the Phoenicians.

The students will apply history and social science skills to describe ancient Asian societies by

analyzing the impact of geography on the development of ancient India and China, including locating them in time and place and describing their major geographic features;

describing the social, cultural, political, and economic characteristics that define the societies of the Indian subcontinent, including, but not limited to contributions and the concepts of Varna and Jati;

describing the origins, beliefs, customs, and spread of Hinduism;

describing the origins, beliefs, customs, and spread of Buddhism;

describing the social, cultural, political, and economic development of ancient China; and

describing the influence of Confucianism, Taoism, and Legalism.

The student will apply history and social science skills to understand Persia and Greece by

describing the major geographic features of the region and analyzing the effect that geography had on its development;

describing the social, cultural, political, and economic aspects of ancient Persia;

describing the social, cultural, political, and economic development of Greece, including, but not limited to the significance of Athens and Sparta, the development of citizenship, and the different forms of democracy;

evaluating the causes and consequences of the Persian and Peloponnesian wars;

evaluating the significance of Alexander the Great’s conquest of Greece and the formation and the spread of Hellenistic culture; and

explaining the influence of ancient Greek contributions, including, but not limited to science, art, architecture, philosophy, and mathematics in the present day.

The student will apply history and social science skills to understand Rome and the Byzantine Empire by

describing the influence of geography on Rome’s development and the factors that threatened territorial cohesion;

comparing and contrasting the political, social, and religious structure and development of the Roman Republic and the Roman Empire;

describing the social, cultural, political, and economic development of the Byzantine Empire, including, but not limited to the establishment of Constantinople, and the eventual division of the Roman Empire;

describing the origins, beliefs, customs, and spread of Christianity, including the persecution and eventual adoption and transmission of Christianity and the New Testament, differences between the Eastern and Western churches, and the influence of Christianity throughout Europe, Middle Asia, the Middle East, and North Africa; and

explaining the influence of Rome, including, but not limited to citizenship, slavery, Roman law and guaranteed rights, Roman art, architecture, engineering, and philosophy.

The student will apply history and social science skills to understand Islamic societies by

identifying the physical features and describing the relationship between climate, land and surrounding bodies and water, and nomadic and sedentary ways of life of the Arabian peninsula;

describing the origins, beliefs, traditions, customs, persecution, and spread of Islam;

explaining the significance of the Qur’an and the Sunnah as the primary sources of Islamic beliefs, practice, and law, and their influence in Muslims’ daily life;

describing the expansion of territory under Muslim rule, the spread of Islam and the Arabic language among people in these territories, and the cultural and religious acceptance of Islam and the Arabic language; and

describing the growth of cities and the role of merchants in Muslim society and the expansion of trade routes in Asia, Africa, Europe, and the Indian Ocean and identifying the products and inventions that traveled along these routes, including spices, textiles, paper, steel, and new crops.

The student will apply history and social science skills to understand the civilizations of China in the Middle Ages by

describing the reunification of China under the Tang Dynasty and reasons for the spread of Buddhism in Tang China, Korea, and Japan;

describing agricultural, technological, and commercial developments during the Tang and Sung periods;

analyzing the influences of Confucianism and changes in Confucian thought during the Sung and Mongol periods;

explaining the importance of overland trade and maritime expeditions between China and other civilizations in the Mongol Ascendancy and Ming Dynasty;

tracing the historic influence of the tea trade, the manufacture of paper, woodblock printing, the compass, and the invention of gunpowder; and

describing the development of the imperial state and the scholar-official class.

The student will apply history and social science skills to describe the sub-Saharan civilizations of Ghana and Mali in Medieval Africa by

describing the Niger River and the relationship of vegetation zones of forest, savannah, and desert to trade in gold, salt, food, and enslaved people, as well as the growth of the Ghana and Mali empires;

analyzing the importance of family, labor specialization, and regional commerce in the development of states and cities in West Africa;

describing the role of the trans-Saharan caravan trade in the changing religious and cultural characteristics of West Africa and the influence of Islam;

tracing the growth of the Arabic language in government, trade, and Islam; and

describing the importance of written and oral traditions in the transmission of African history and culture.

The student will apply history and social science skills to understand the civilizations of Medieval Japan by

describing the significance of Japan’s proximity to China and Korea and the intellectual, linguistic, religious, and philosophical influence of those countries on Japan;

discussing the reign of Prince Shotoku of Japan and the characteristics of Japanese society and family life during his reign;

describing the values, social customs, and traditions prescribed by the lord-vassal system consisting of shogun, daimyo, and samurai and the lasting influence of the warrior code in the 20th century;

tracing the development of distinctive forms of Japanese Buddhism;

examining the ninth and tenth centuries’ golden age of literature, art, and drama and its lasting effects on culture today, including Murasaki Shikibu’s Tale of Genji; and

analyzing the rise of a military society in the late 12th century and the role of the samurai in that society.

The student will demonstrate an understanding of scientific and engineering practices by

asking questions and defining problems

ask questions that arise from careful observation of phenomena and/or organisms, from examining models and theories, and/or to seek additional information

determine which questions can be investigated within the scope of the school laboratory or field

make hypotheses that specify what happens to a dependent variable when an independent variable is manipulated

generate hypotheses based on research and scientific principles

define design problems that involve the development of a process or system with multiple components and criteria

planning and carrying out investigations

plan and conduct observational and experimental investigations; identify variables, constants, and controls where appropriate

plan and conduct investigations or test design solutions in a safe and ethical manner including considerations of environmental, social, and personal effects

select and use appropriate tools and technology to collect and record data

determine appropriate sample size and techniques

interpreting, analyzing, and evaluating data

construct and interpret data tables showing independent and dependent variables, repeated trials, and means

construct, analyze, and interpret graphical displays of data and consider limitations of data analysis

use data to build and revise models, to support an explanation for phenomena, or test a solution to problems

apply mathematical concepts and processes

analyze data using tools, technologies, and/or models to make valid and reliable scientific claims or determine an optimal design solution

constructing and critiquing conclusions and explanations

construct and revise explanations based on valid and reliable evidence obtained from a variety of sources including models, theories, simulations, peer review, and students’ own investigations

make quantitative and/or qualitative claims based on data

apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and design solutions

compare and evaluate competing arguments or design solutions in light of currently accepted explanations and new scientific evidence

make and support a claim using empirical evidence and scientific reasoning

evaluate a claim by applying scientific reasoning, theory, and/or models to link evidence to assess the extent to which the reasoning and data support the explanation or conclusion.

differentiate among a scientific hypothesis, theory, and law

developing and using models

evaluate the merits and limitations of models

develop, revise, and/or use models based on evidence to illustrate or predict relationships, to support explanations, predict phenomena, analyze systems, and/or solve problems

obtaining, evaluating, and communicating information

compare, integrate, and evaluate sources of information presented in different media or formats to address a scientific question or solve a problem

gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and credibility of each source

communicate scientific and/or technical information about phenomena and/or a design process in multiple formats

Make, support, and evaluate a claim about how Earth is a system composed of interacting components.

Explain the importance of the properties and characteristics of water in supporting life processes and Earth systems.

Develop and use a model to explain how biogeochemical processes support life and demonstrate the conservation of matter and energy.

Develop and use a model of Earth’s energy budget to predict how fluctuations and changes in the budget might affect Earth’s ability to sustain life.

The student will investigate and understand that matter and energy move within and among Earth’s systems. Demonstration of the essential knowledge and practices includes:

The student will investigate and understand that processes and systems lead to changes on Earth’s surface. Demonstration of the essential knowledge and practices includes:

Plan and conduct an investigation on the effect of processes on Earth’s surface.

Develop and use a model to explain how processes of the rock cycle change Earth’s surface.

Make, support, and evaluate a claim about how natural processes and human activities have changed Earth’s surface.

The student will investigate and understand that ecosystems are in a state of dynamic equilibrium that is affected by complex biotic and abiotic interactions. Demonstration of the essential knowledge and practices includes:

Compare biotic and abiotic factors in terrestrial and aquatic ecosystems.

Describe the ecological role that an organism plays in supporting the overall sustainability of the ecosystem.

Predict the effect caused by the introduction of a non-native species on the equilibrium of an ecosystem.

Develop and use models to predict the effects of energy and matter transfer in ecosystems.

Make, support, and evaluate a claim about how energy and matter is conserved in ecosystems.

Make, support, and evaluate a claim about how environmental pressures may lead to shifts in ecosystem equilibrium.

Predict the effect of natural processes and human activities on Virginia’s biodiversity and ecosystem equilibrium.

The student will investigate and understand that changes in population affect biodiversity and ecosystem success. Demonstration of the essential knowledge and practices includes:

Analyze and interpret population growth curves to identify changes in population size.

Make, support, and evaluate a claim about the relationship among limiting factors, population size, and carrying capacity.

Make, support, and evaluate a claim about the importance of genetic variation (e.g., mutation, gene flow) on the biodiversity of an ecosystem.

Develop and use a model to explain how species diversity is affected by environmental pressures.

Explain how human population growth changed over time as a result of various factors (e.g., pandemics, agricultural revolution, industrial revolution, medical advances) and predict the effect of continued growth on the environment.

The student will investigate and understand that Earth’s resources are finite and should be conserved. Demonstration of the essential knowledge and practices includes:

Make, support, and evaluate a claim about how sustainable and unsustainable natural resources affect organisms.

Compare geologic and chemical processes that are responsible for filtering, cycling, and storing Earth’s freshwater resources.

Debate the advantages and disadvantages of a sustainable practice in a community, in a home, and as an individual.

Compare environmental effects related to the various energy sources in Virginia.

The student will investigate and understand that pollutants have physical, chemical, and biological consequences at the local, regional, and global level. Demonstration of the essential knowledge and practices includes:

Use data to identify a land, water, or atmospheric pollutant in the local community and determine possible sources and effects on the environment.

Debate the advantages and disadvantages of solutions to safely reduce, eliminate, or remediate a land, water, or atmospheric pollutant.

Compare the benefits and limitations of remediation methods used with land, water, atmospheric pollutants.

Analyze and evaluate a clean-up plan for a designated Environmental Protection Agency Superfund site.

The student will investigate and understand that natural events and human activities affect global climate change. Demonstration of the essential knowledge and practices includes:

Make, support, and evaluate a claim about how human activities affect global climate change.

Compare the effects of natural events and human activities on global climate change.

Develop and use a model to explain how changes in global temperature affects a specific ecosystem.

Make, support, and evaluate a claim about how climate change affects Virginia communities.

Research ways to mitigate greenhouse gas emissions and propose solutions to reduce emissions in the school, home, and community.

The student will investigate and understand that their actions as an environmentally literate individual play a role in environmental policies. Demonstration of the essential knowledge and practices includes:

Make, support, and evaluate a claim about how consumer choices can affect the environment.

Compare the priorities of multiple stakeholders involved in an environmental issue that affects global and/or local ecosystem health.

Debate the advantages and disadvantages of possible solutions to an environmental problem.

Research solutions that reduce effects of human activities on natural systems and propose solutions for school, home, and community to reduce these effects.

Physics

Earth Science

Chemistry

Biology

The student will demonstrate an understanding of scientific and engineering practices by

asking questions and defining problems

ask questions that arise from careful observation of phenomena and/or organisms, from examining models and theories, and/or to seek additional information

determine which questions can be investigated within the scope of the school laboratory or field to determine relationships between independent and dependent variables

generate hypotheses based on research and scientific principles

make hypotheses that specify what happens to a dependent variable when an independent variable is manipulated

planning and carrying out investigations

individually and collaboratively plan and conduct observational and experimental investigations

plan and conduct investigations or test design solutions in a safe and ethical manner including considerations of environmental, social, and personal effects

determine appropriate sample size and techniques

select and use appropriate tools and technology to collect, record, analyze, and evaluate data

interpreting, analyzing, and evaluating data

construct and interpret data tables showing independent and dependent variables, repeated trials, and means

construct, analyze, and interpret graphical displays of data

use data in building and revising models, supporting an explanation for phenomena, or testing solutions to problems

analyze data using tools, technologies, and/or models to make valid and reliable scientific claims or determine an optimal design solution

constructing and critiquing conclusions and explanations

make quantitative and/or qualitative claims regarding the relationship between dependent and independent variables

construct and revise explanations based on valid and reliable evidence obtained from a variety of sources including students' own investigations, models, theories, simulations, and peer review

apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and design solutions

compare and evaluate competing arguments or design solutions in light of currently accepted explanations and new scientific evidence

construct arguments or counterarguments based on data and evidence

differentiate between a scientific hypothesis and theory

developing and using models

evaluate the merits and limitations of models

develop, revise, and/or use models based on evidence to illustrate or predict relationships

develop and/or use models to generate data to support explanations, predict phenomena, analyze systems, and/or solve problems

obtaining, evaluating, and communicating information

compare, integrate, and evaluate sources of information presented in different media or formats to address a scientific question or solve a problem

gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and credibility of each source

communicate scientific and/or technical information about phenomena in multiple formats

The student will investigate and understand that chemical and biochemical processes are essential for life. Key ideas include

water chemistry has an influence on life processes;

macromolecules have roles in maintaining life processes;

enzymes have a role in biochemical processes;

protein synthesis is the process of forming proteins which influences inheritance and evolution; and

the processes of photosynthesis and respiration include the capture, storage, transformation, and flow of energy.

The student will investigate and understand that cells have structure and function. Key ideas include

the cell theory is supported by evidence;

homeostasis is maintained through the role of structures in unicellular and multicellular organisms;

cell structures and processes are involved in cell growth and division;

the structure and function of the cell membrane support cell transport; and

specialization leads to the development of different types of cells.

The student will investigate and understand that bacteria and viruses have an effect on living systems. Key ideas include

viruses depend on a host for metabolic processes;

the modes of reproduction/replication can be compared;

the structures and functions can be compared;

bacteria and viruses have a role in other organisms and the environment; and

the germ theory of infectious disease is supported by evidence.

The student will investigate and understand that there are common mechanisms for inheritance. Key ideas include

DNA has structure and is the foundation for protein synthesis;

the structural model of DNA has developed over time;

the variety of traits in an organism are the result of the expression of various combinations of alleles;

meiosis has a role in genetic variation between generations; and

synthetic biology has biological and ethical implications.

The student will investigate and understand that modern classification systems can be used as organizational tools for scientists in the study of organisms. Key ideas include

organisms have structural and biochemical similarities and differences;

fossil record interpretation can be used to classify organisms;

developmental stages in different organisms can be used to classify organisms;

Archaea, Bacteria, and Eukarya are domains based on characteristics of organisms;

the functions and processes of protists, fungi, plants, and animals allow for comparisons and differentiation within the Eukarya kingdoms; and

systems of classification are adaptable to new scientific discoveries.

The student will investigate and understand that populations change through time. Key ideas include

evidence is found in fossil records and through DNA analysis;

genetic variation, reproductive strategies, and environmental pressures affect the survival of populations;

natural selection is a mechanism that leads to adaptations and may lead to the emergence of new species; and

biological evolution has scientific evidence and explanations.

The student will investigate and understand that there are dynamic equilibria within populations, communities, and ecosystems. Key ideas include

interactions within and among populations include carrying capacities, limiting factors, and growth curves;

nutrients cycle with energy flow through ecosystems;

ecosystems have succession patterns; and

natural events and human activities influence local and global ecosystems and may affect the flora and fauna of Virginia.

The student will demonstrate an understanding of scientific and engineering practices by

asking questions and defining problems

ask questions that arise from careful observation of phenomena, examination of a model or theory, unexpected results, and/or to seek additional information

determine which questions can be investigated within the scope of the school laboratory

make hypotheses that specify what happens to a dependent variable when an independent variable is manipulated

generate hypotheses based on research and scientific principles

define design problems that involve the development of a process or system with interacting components, criteria and constraints

planning and carrying out investigations

individually and collaboratively plan and conduct observational and experimental investigations

plan and conduct investigations or test design solutions in a safe manner, including planning for response to emergency situations

select and use appropriate tools and technology to collect, record, analyze, and evaluate data

interpreting, analyzing and evaluating data

record and present data in an organized format that communicates relationships and quantities in appropriate mathematical or algebraic forms

use data in building and revising models, supporting explanations for phenomena, or testing solutions to problems

solve problems using mathematical manipulations including the International System of Units (SI), scientific notation, derived units, significant digits, and dimensional analysis

analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution

analyze data graphically and use graphs to make predictions

differentiate between accuracy and precision of measurements

consider limitations of data analysis when analyzing and interpreting data

analyze data to optimize a design

constructing and critiquing conclusions and explanations

construct and revise explanations based on valid and reliable evidence obtained from a variety of sources

apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena or design solutions

compare and evaluate competing arguments in light of currently accepted explanations and new scientific evidence

construct arguments or counterarguments based on data and evidence

differentiate between scientific hypothesis, theory, and law

developing and using models

evaluate the merits and limitations of models

develop, revise, and/or use models based on evidence to illustrate or predict relationships

use models and simulations to visualize and explain the movement of particles, to represent chemical reactions, to formulate mathematical equations, and to interpret data sets

obtaining, evaluating, and communicating information

compare, integrate, and evaluate sources of information presented in different media or formats to address a scientific question or solve a problem

gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and credibility of each source

communicate scientific and/or technical information about phenomena and/or a design process in multiple formats

The student will investigate and understand that elements have properties based on their atomic structure. The periodic table is an organizational tool for elements based on these properties. Key information pertaining to the periodic table includes

average atomic mass, isotopes, mass number, and atomic number;

nuclear decay;

trends within groups and periods including atomic radii, electronegativity, shielding effect, and ionization energy;

electron configurations, valence electrons, excited electrons, and ions; and

historical and quantum models.

The student will investigate and understand that atoms are conserved in chemical reactions. Knowledge of chemical properties of the elements can be used to describe and predict chemical interactions. Key ideas include

chemical formulas are models used to represent the number of each type of atom in a substance;

substances are named based on the number of atoms and the type of interactions between atoms;

balanced chemical equations model rearrangement of atoms in chemical reactions;

atoms bond based on electron interactions;

molecular geometry is predictive of physical and chemical properties; and

reaction types can be predicted and classified.

The student will investigate and understand that molar relationships compare and predict chemical quantities. Key ideas include

Avogadro's principle is the basis for molar relationships; and

stoichiometry mathematically describes quantities in chemical composition and in chemical reactions.

The student will investigate and understand that solutions behave in predictable and quantifiable ways. Key ideas include

molar relationships determine solution concentration;

changes in temperature can affect solubility;

extent of dissociation defines types of electrolytes;

pH and pOH quantify acid and base dissociation; and

colligative properties depend on the extent of dissociation.

The student will investigate and understand that the phases of matter are explained by the kinetic molecular theory. Key ideas include

pressure and temperature define the phase of a substance;

properties of ideal gases are described by gas laws; and

intermolecular forces affect physical properties.

The student will investigate and understand that thermodynamics explains the relationship between matter and energy. Key ideas include

heat energy affects matter and interactions of matter;

heating curves provide information about a substance;

reactions are endothermic or exothermic;

energy changes in reactions occur as bonds are broken and formed;

collision theory predicts the rate of reactions;

rates of reactions depend on catalysts and activation energy; and

enthalpy and entropy determine the extent of a reaction.

The student will demonstrate an understanding of scientific and engineering practices by

asking questions and defining problems

ask questions that arise from careful observation of phenomena, examination of a model or theory, or unexpected results, and/or to seek additional information

determine which questions can be investigated within the scope of the school laboratory or field experience

generate hypotheses based on research and scientific principles

make hypotheses that specify what happens to a dependent variable when an independent variable is manipulated

define design problems that involve the development of a process or system with multiple components and criteria

planning and carrying out investigations

individually and collaboratively plan and conduct observational and experimental investigations

plan and conduct investigations to test design solutions in a safe and ethical manner including considerations of environmental, social and personal effects

select and use appropriate tools and technology to collect, record, analyze, and evaluate data

interpreting, analyzing, and evaluating data

construct and interpret data tables showing independent and dependent variables, repeated trials, and means

construct, analyze, and interpret graphical displays of data and consider limitations of data analysis

apply mathematical concepts and processes to scientific questions

use data in building and revising models, supporting explanations of phenomena, or testing solutions to problems

analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution

constructing and critiquing conclusions and explanations

make quantitative and/or qualitative claims based on data

construct and revise explanations based on valid and reliable evidence obtained from a variety of sources, including students' own investigations, models, theories, simulations, and peer review

apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena or design solutions

construct arguments or counterarguments based on data and evidence

differentiate between a scientific hypothesis, theory, and law

developing and using models

evaluate the merits and limitations of models

develop, revise, and/or use models based on evidence to illustrate or predict relationships

construct and interpret scales, diagrams, classification charts, graphs, tables, imagery, models, including geologic cross sections and topographic profiles

read and interpret topographic and basic geologic maps and globes, including location by latitude and longitude

obtaining, evaluating, and communicating information

compare, integrate, and evaluate sources of information presented in different media or formats to address a scientific question or solve a problem

gather, read, and evaluate scientific and/or technical information from multiple sources, assessing the evidence and credibility of each source

communicate scientific and/or technical information about phenomena and/or a design process in multiple formats

The student will investigate and understand that oceans are complex, dynamic systems and are subject to long- and short-term variations. Key ideas include

chemical, biological, and physical changes affect the oceans;

environmental and geologic occurrences affect ocean dynamics;

unevenly distributed heat in the oceans drives much of Earth's weather;

features of the sea floor reflect tectonic and other geological processes; and

human actions, including economic and public policy issues, affect oceans and the coastal zone including the Chesapeake Bay.

The student will investigate and understand that the atmosphere is a complex, dynamic system and is subject to long-and short-term variations. Key ideas include

the composition of the atmosphere is critical to most forms of life;

biologic and geologic interactions over long and short time spans change the atmospheric composition;

natural events and human actions may stress atmospheric regulation mechanisms; and

human actions, including economic and policy decisions, affect the atmosphere.

The student will investigate and understand that Earth's weather and climate are the result of the interaction of the sun's energy with the atmosphere, oceans, and the land. Key ideas include

weather involves the reflection, absorption, storage, and redistribution of energy over short to medium time spans;

weather patterns can be predicted based on changes in current conditions;

extreme imbalances in energy distribution in the oceans, atmosphere, and the land may lead to severe weather conditions;

models based on current conditions are used to predict weather phenomena; and

changes in the atmosphere and the oceans due to natural and human activity affect global climate.

The student will demonstrate an understanding that there are scientific concepts related to the origin and evolution of the universe. Key ideas include

the big bang theory explains the origin of universe;

stars, star systems, and galaxies change over long periods of time;

characteristics of the sun, planets and their moons, comets, meteors, asteroids, and dwarf planets are determined by materials found in each body; and

evidence from space exploration has increased our understanding of the structure and nature of our universe.

The student will investigate and understand that Earth is unique in our solar system. Key ideas include

Earth supports life because of its relative proximity to the sun and other factors; and

the dynamics of the sun-Earth-moon system cause seasons, tides, and eclipses.

The student will investigate and understand that there are major rock-forming and ore minerals. Key ideas include

analysis of physical and chemical properties supports mineral identification;

characteristics of minerals determine the uses of minerals; and

minerals originate and are formed in specific ways.

The student will investigate and understand that igneous, metamorphic, and sedimentary rocks can transform. Key ideas include

Earth materials are finite and are transformed over time;

the rock cycle models the transformation of rocks;

layers of Earth have rocks with specific chemical and physical properties; and

plate tectonic and surface processes transform Earth materials.

The student will investigate and understand that resource use is complex. Key ideas include

global resource use has environmental liabilities and benefits;

availability, renewal rates, and economic effects are considerations when using resources;

use of Virginia resources has an effect on the environment and the economy; and

all energy sources have environmental and economic effects.

The student will investigate and understand that plate tectonic theory explains Earth's internal and external geologic processes. Key ideas include

convection currents in Earth's interior lead to the movement of plates and influence the distribution of materials in Earth's layers, and may impact the magnetic field;

features and processes occur within plates and at plate boundaries;

interaction between tectonic plates causes the development of mountain ranges and ocean basins; and

evidence of geologic processes is found in Virginia's geologic landscape.

The student will investigate and understand that freshwater resources influence and are influenced by geologic processes and human activity. Key ideas include

water influences geologic processes including soil development and karst topography;

the nature of materials in the subsurface affect the water table and future availability of fresh water;

weather and human usage affect freshwater resources, including water locations, quality, and supply; and

stream processes and dynamics affect the major watershed systems in Virginia, including the Chesapeake Bay and its tributaries.

The student will investigate and understand that many aspects of the history and evolution of Earth and life can be inferred by studying rocks and fossils. Key ideas include

traces and remains of ancient, often extinct, life are preserved by various means in sedimentary rocks;

superposition, cross-cutting relationships, index fossils, and radioactive decay are methods of dating rocks and Earth events and processes;

absolute (radiometric) and relative dating have different applications but can be used together to determine the age of rocks and structures; and

rocks and fossils from many different geologic periods and epochs are found in Virginia.

The student will demonstrate an understanding of scientific and engineering practices by.

asking questions and defining problems

ask questions that arise from careful observation of phenomena, examination of a model or theory, unexpected results, and/or to seek additional information

determine which questions can be investigated within the scope of the school laboratory

make hypotheses that specify what happens to a dependent variable when an independent variable is manipulated

generate hypotheses based on research and scientific principles

define design problems that involves the development of a process or system with interacting components and criteria and constraints

planning and carrying out investigations

individually and collaboratively plan and conduct observational and experimental investigations

plan and conduct investigations or test design solutions in a safe manner

select and use appropriate tools and technology to collect, record, analyze, and evaluate data

interpreting, analyzing, and evaluating data

record and present data in an organized format that communicates relationships and quantities in appropriate mathematical or algebraic forms

use data in building and revising models, supporting an explanation for phenomena, or testing solutions to problems

analyze data using tools, technologies, and/or models (e.g., computational, mathematical, statistical) in order to make valid and reliable scientific claims or determine an optimal design solution

analyze data graphically and use graphs to make predictions

consider limitations of data analysis when analyzing and interpreting data

evaluate the effects of new data on a working explanation and/or model of a proposed process or system

analyze data to optimize a design

constructing and critiquing conclusions and explanations

make quantitative and/or qualitative claims based on data

construct and revise explanations based on valid and reliable evidence obtained from a variety of sources

apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena or design solutions

compare and evaluate competing arguments in light of currently accepted explanations and new scientific evidence

construct arguments or counterarguments based on data and evidence

differentiate between scientific hypothesis, theory, and law

developing and using models

evaluate the merits and limitations of models

identify and communicate components of a system orally, graphically, textually, and mathematically

develop and/or use models (including mathematical and computational) and simulations to visualize, explain, and predict phenomena and to interpret data sets

obtaining, evaluating, and communicating information

compare, integrate, and evaluate sources of information presented in different media or formats to address a scientific question or solve a problem

gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and credibility of each source

communicate scientific and/or technical information about phenomena and/or a design process in multiple formats

The student will investigate and understand, through mathematical and experimental processes, that there are relationships between position and time. Key topics include

displacement, velocity, and uniform acceleration;

linear motion;

uniform circular motion; and

projectile motion.

The student will investigate and understand, through mathematical and experimental processes, that there are relationships among force, mass, and acceleration. Key laws include

Newton's Laws of Motion; and

Newton's Law of Universal Gravitation.

The student will investigate and understand, through mathematical and experimental processes, that conservation laws govern all interactions. Key ideas include

momentum is conserved unless an impulse acts on the system; and

mechanical energy is conserved unless work is done on, by, or within the system.

The student will investigate and understand, through mathematical and experimental processes, that waves transmit energy and move in predictable patterns. Key ideas include

waves have specific characteristics;

wave interactions are part of everyday experiences; and

light and sound can be modeled as waves.

The student will investigate and understand, through mathematical and experimental processes, that optical systems form a variety of images. Key ideas include

the laws of reflection and refraction describe light behavior; and

ray diagrams model light as it travels through different media.

The student will investigate and understand, through mathematical and experimental processes, that fields provide a unifying description of force at a distance. Key ideas include

gravitational, electric, and magnetic forces can be described using the field concept; and

field strength diminishes with increased distance from the source.

The student will investigate and understand, through mathematical and experimental processes, that electrical circuits are a system used to transfer energy. Key ideas include

circuit components have different functions within the system;

Ohm's law relates voltage, current, and resistance;

different types of circuits have different characteristics and are used for different purposes;

electrical power is related to the elements in a circuit; and

electrical circuits have everyday applications.

The student will investigate and understand that extremely large and extremely small quantities are not necessarily described by the same laws as those studied in Newtonian physics. Topics, such as these listed, may be included.

wave/particle duality;

quantum mechanics and uncertainty;

relativity;

nuclear physics;

solid state physics;

nanotechnology;

superconductivity;

the standard model; and

dark matter and dark energy.

Interactions of Life Forms and Ecosystem Dynamics

Life at the Molecular/Cellular and Systems/Organisms Levels

Recognize that humans and animals need oxygen to breathe, water to drink, and food to eat in order to grow and obtain energy.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing the difference between air/oxygen, water, and food, and that humans and animals need these to survive and grow to • recognizing that air/oxygen, water, and food help provide energy to humans and animals to • recognizing that energy and growth may change based on the type, amount, or availability of air/oxygen, water, and food.

Recognize that plants need light, air, and water to grow and create energy through photosynthesis.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing the difference between light, air, and water and that plants need them to survive and grow to • recognizing the term and role of photosynthesis and characterizing or comparing the growth of a plant, tree, or flower when different amounts of light, air, or water are provided to • recognizing plant parts associated with the basic inputs (water, sunlight, carbon dioxide) and outputs (oxygen, sugar) of photosynthesis (e.g., roots take in water during photosynthesis, leaves take in sunlight during photosynthesis, leaves release oxygen during photosynthesis).

Recognize that bacteria and viruses have an impact on human health and that people can take simple steps to support health and wellness.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing simple steps that people can take to support their health (e.g., washing hands, brushing teeth, washing and eating healthy food, getting regular sleep) to • recognizing that simple steps to support health can be framed as choices that people can make compared to other unrelated or poor choices to • recognizing that bacteria, viruses, and germs are too small to be seen with the naked eye and that they can cause illness/sickness if simple steps are not taken to support health and wellness.

Recognize that reproduction produces offspring with similar, though varied, traits.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing that the offspring of a living organism (plants, animals, humans) are the same species of living organism (plants, animals, humans) to • recognizing that the offspring of a living organism (plants, animals, humans) may not be identical, may have variations of the same or similar traits, and could develop a helpful trait.

Recognize and compare plants and animals and the ways in which their unique structures and behaviors are connected to their functions.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing plants and animals from each other to • recognizing common structures and behaviors of plants and animals to • connecting structures and behaviors plants and animals to their primary functions (e.g., the flower of a plant attracts bees, a rabbit’s ears help it hear predators, a cheetah’s legs help it run fast to catch prey).

Recognize that animals have traits that help them reproduce and survive and those with advantageous traits are more likely to reproduce and survive.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing simple traits of animals that help them reproduce or survive compared to traits from other species that are unrelated (e.g., birds, bats, and insects have wings while other animals do not) to • identifying the function of the trait of the animal from among other traits from the same species (e.g., the trait that helps giraffes reach food in the tall trees, the trait that helps owls see prey in the dark) to • recognizing survival of an animal or group of the same animals is related to variations of a trait (e.g., camouflage) and environmental conditions (e.g., beneficial or challenging changes in habitat).

Recognize ways in which living organisms' traits help them adapt to and survive their environment.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing simple traits (i.e., body parts, behaviors) of humans, animals, and plants that involve survival to • identifying the function of the traits of humans, animals, and plants that involve survival to • identifying a simple trait based on the function or purpose of the trait (e.g., rabbits use their ears to detect predators, ducks use their webbed feet to swim).

Recognize resources and factors that affect living organisms and how living organisms respond to changes within their ecosystem.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing simple resources or environmental factors that individual living organisms or groups of living organisms need to grow, reproduce, and sustain their population to • identifying simple changes in resources or environmental factors and how the change could affect living organisms (e.g., removing a forest habitat decreases animal populations in an area) to • recognizing how the variety of life on Earth (plants and animals) might change based on environmental factors (e.g., changes in resources like food, water, habitat).

Recognize ways in which living organisms interact with other living and non-living parts of environments and ecosystems and how interactions might change under different conditions.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing simple interactions between living organisms and the living and non-living parts of an environment or ecosystem (e.g., living organisms’ homes, habitats, shelters, access to water) to • recognizing simple interactions between living organisms including in simple food chains (e.g., predator-prey, competitive, mutually beneficial) to • recognizing a change that affects interactions between living organisms and living and non-living parts of an environment or ecosystem and the result (e.g., loss of habitat forces groups of animals to relocate or decreases their population, loss of predators results in an increase in prey population) including the use of simple food chains/webs.

The student will demonstrate an understanding of scientific and engineering practices by

asking questions and defining problems

ask questions and develop hypotheses to determine relationships between independent and dependent variables

offer simple solutions to design problems

planning and carrying out investigations

independently and collaboratively plan and conduct observational and experimental investigations; identify variables, constants, and controls where appropriate and include the safe use of chemicals and equipment

evaluate the accuracy of various methods for collecting data

take metric measurements using appropriate tools and technologies including the use of microscopes

interpreting, analyzing, and evaluating data

identify, interpret, and evaluate patterns in data

construct, analyze, and interpret graphical displays of data

compare and contrast data collected by different groups and discuss similarities and differences in their findings

consider limitations of data analysis and/or seek to improve precision and accuracy of data

use data to evaluate and refine design solutions

constructing and critiquing conclusions and explanations

construct explanations that include qualitative or quantitative relationships between variables

construct scientific explanations based on valid and reliable evidence obtained from sources (including the students’ own investigations)

differentiate between a scientific hypothesis and theory

developing and using models

construct and use models and simulations to illustrate, predict, and/or explain observable and unobservable phenomena, life processes, or mechanisms

evaluate limitations of models

obtaining, evaluating, and communicating information

read scientific texts, including those adapted for classroom use, to obtain scientific and/or technical information

gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication

construct, use, and/or present an argument supported by empirical evidence and scientific reasoning

The student will investigate and understand that organisms reproduce and transmit genetic information to new generations. Key ideas include

DNA has a role in making proteins that determine organism traits;

the role of meiosis is to transfer traits to the next generation; and

Punnett squares are mathematical models used to predict the probability of traits in offspring.

The student will investigate and understand that populations of organisms can change over time. Key ideas include

mutation, adaptation, natural selection, and extinction change populations;

the fossil record, genetic information, and anatomical comparisons provide evidence for evolution; and

environmental factors and genetic variation, influence survivability and diversity of organisms.

The student will investigate and understand that all living things are composed of one or more cells that support life processes, as described by the cell theory. Key ideas include

the development of the cell theory demonstrates the nature of science;

cell structure and organelles support life processes;

similarities and differences between plant and animal cells determine how they support life processes;

cell division is the mechanism for growth and reproduction; and

cellular transport (osmosis and diffusion) is important for life processes.

The student will investigate and understand that there are levels of structural organization in living things. Key ideas include

patterns of cellular organization support life processes;

unicellular and multicellular organisms have comparative structures; and

similar characteristics determine the classification of organisms.

The student will investigate and understand that there are chemical processes of energy transfer which are important for life. Key ideas include

photosynthesis is the foundation of virtually all food webs; and

photosynthesis and cellular respiration support life processes.

The student will investigate and understand that biotic and abiotic factors affect an ecosystem. Key ideas include

matter moves through ecosystems via the carbon, water, and nitrogen cycles;

energy flow is represented by food webs and energy pyramids; and

relationships exist among producers, consumers, and decomposers.

The student will investigate and understand that populations in a biological community interact and are interdependent. Key ideas include

relationships exist between predators and prey and these relationships are modeled in food webs;

the availability and use of resources may lead to competition and cooperation;

symbiotic relationships support the survival of different species; and

the niche of each organism supports survival.

The student will investigate and understand that adaptations support an organism’s survival in an ecosystem. Key ideas include

biotic and abiotic factors define land, marine, and freshwater ecosystems; and

physical and behavioral characteristics enable organisms to survive within a specific ecosystem

The student will investigate and understand that ecosystems, communities, populations, and organisms are dynamic and change over time. Key ideas include

organisms respond to daily, seasonal, and long-term changes;

changes in the environment may increase or decrease population size; and

large-scale changes such as eutrophication, climate changes, and catastrophic disturbances affect ecosystems.

The student will investigate and understand that relationships exist between ecosystem dynamics and human activity. Key ideas include

changes in habitat can disturb populations;

disruptions in ecosystems can change species competition; and

variations in biotic and abiotic factors can change ecosystems.

Physics

The student will demonstrate an understanding of scientific and engineering practices by.

asking questions and defining problems

ask questions that arise from careful observation of phenomena, examination of a model or theory, unexpected results, and/or to seek additional information

determine which questions can be investigated within the scope of the school laboratory

make hypotheses that specify what happens to a dependent variable when an independent variable is manipulated

generate hypotheses based on research and scientific principles

define design problems that involves the development of a process or system with interacting components and criteria and constraints

planning and carrying out investigations

individually and collaboratively plan and conduct observational and experimental investigations

plan and conduct investigations or test design solutions in a safe manner

select and use appropriate tools and technology to collect, record, analyze, and evaluate data

interpreting, analyzing, and evaluating data

record and present data in an organized format that communicates relationships and quantities in appropriate mathematical or algebraic forms

use data in building and revising models, supporting an explanation for phenomena, or testing solutions to problems

analyze data using tools, technologies, and/or models (e.g., computational, mathematical, statistical) in order to make valid and reliable scientific claims or determine an optimal design solution

analyze data graphically and use graphs to make predictions

consider limitations of data analysis when analyzing and interpreting data

evaluate the effects of new data on a working explanation and/or model of a proposed process or system

analyze data to optimize a design

constructing and critiquing conclusions and explanations

make quantitative and/or qualitative claims based on data

construct and revise explanations based on valid and reliable evidence obtained from a variety of sources

apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena or design solutions

compare and evaluate competing arguments in light of currently accepted explanations and new scientific evidence

construct arguments or counterarguments based on data and evidence

differentiate between scientific hypothesis, theory, and law

developing and using models

evaluate the merits and limitations of models

identify and communicate components of a system orally, graphically, textually, and mathematically

develop and/or use models (including mathematical and computational) and simulations to visualize, explain, and predict phenomena and to interpret data sets

obtaining, evaluating, and communicating information

compare, integrate, and evaluate sources of information presented in different media or formats to address a scientific question or solve a problem

gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and credibility of each source

communicate scientific and/or technical information about phenomena and/or a design process in multiple formats

The student will investigate and understand, through mathematical and experimental processes, that there are relationships between position and time. Key topics include

displacement, velocity, and uniform acceleration;

linear motion;

uniform circular motion; and

projectile motion

The student will investigate and understand, through mathematical and experimental processes, that there are relationships among force, mass, and acceleration. Key laws include

Newton’s laws of motion; and

Newton’s law of universal gravitation

The student will investigate and understand, through mathematical and experimental processes, that conservation laws govern all interactions. Key ideas include

momentum is conserved unless an impulse acts on the system; and

mechanical energy is conserved unless work is done on, by, or within the system

The student will investigate and understand, through mathematical and experimental processes, that waves transmit energy and move in predictable patterns. Key ideas include

waves have specific characteristics;

wave interactions are part of everyday experiences; and

light and sound transmit energy as waves.

The student will investigate and understand, through mathematical and experimental processes, that optical systems form a variety of images. Key ideas include

the laws of reflection and refraction describe light behavior; and

ray diagrams model light as it travels through different media.

The student will investigate and understand, through mathematical and experimental processes, that fields provide a unifying description of force at a distance. Key ideas include

gravitational, electric, and magnetic forces can be described using the field concept; and

field strength diminishes with increased distance from the source

The student will investigate and understand, through mathematical and experimental processes, that electrical circuits are a system used to transfer energy. Key ideas include

circuit components have different functions within the system

Ohm’s law relates voltage, current, and resistance;

different types of circuits have different characteristics and are used for different purposes;

electrical power is related to the elements in a circuit; and

electrical circuits have everyday applications.

The student will investigate and understand that extremely large and extremely small quantities are not necessarily described by the same laws as those studied in Newtonian physics. Topics, such as these listed, may be included

wave/particle duality;

quantum mechanics and uncertainty

relativity;

nuclear physics;

solid state physics

nanotechnology;

superconductivity

the standard model; and

dark matter and dark energy.

Impacts of Computing

Algorithms and Programming

Data and Analysis

Cybersecurity

Networks and the Internet

Computing Systems

The student will develop and apply criteria for evaluating a computer system for a given purpose.

The student will solve a complex problem by decomposing it into subtasks consisting of predefined functions and user-defined functions.

The student will store, process, and manipulate data contained in a data structure.

The student will systematically debug a program using an appropriate set of data.

The student will explain how computing has impacted innovations in other fields positively and negatively, and enables collaboration between a variety of people.

The student will evaluate the impact of equity, access, and influence on the distribution of computing resources in a global society, including the impacts of cloud computing.

The student will explain how intellectual property concerns affect the tools for and products of computing, including combining existing content to create new artifacts and the impact of open source and free software.

The student will evaluate the social and economic implications of privacy in the context of safety, law or ethics.

The student will illustrate ways computing systems implement logic, input, and output through hardware components.

The student will explain abstractions enabling

one computer to communicate with another over an Internet connection; and

different layers of Internet technology to build on one another.

The student will explain design principles enabling large-scale operation of the Internet to connect devices and networks all over the world.

The student will explain symmetric and asymmetric encryption as they pertain to messages being sent on a network.

The student will discuss the methods and tradeoffs of collecting and analyzing data elements on a large scale.

The student will select data collection tools and techniques to generate data sets that support a claim or communicate information. Implement a relational database to work with data.

The student will discuss how data representations can be interpreted in a variety of forms, convert between data representations, and analyze the representation tradeoffs among various forms of digital information.

The student will design and implement algorithms with

compound conditional execution; and

a variety of loop control structures.

Impacts of Computing

Algorithms and Programming

Data and Analysis

Cybersecurity

The student will describe and use best practices of program development that make some common flaws less likely and explain how this improves computer security.

The student will demonstrate an understanding of different data types by using appropriate constructs to convert between them when appropriate.

The student will analyze a large-scale computational problem, identify generalizable patterns, and implement a solution.

The student will implement an algorithm that uses existing functions and accesses existing libraries or APIs to satisfy its requirements.

The student will write functions, both with and without parameters, and both with and without return values, that represent abstractions useful to the solution of a larger problem.

The student will create programs demonstrating an understanding of the interactions between classes in object-oriented design, and by implementing classes with instance data and methods to satisfy a design specification.

The student will use code written by others by reading the documentation and incorporating it into their programs using proper citation of the reused code.

The student will read and store data in 1D and 2D collections, and design and implement algorithms to process and manipulate those collections.

The student will adapt classic algorithms for use in a particular context and analyze them for effectiveness and efficiency.

The student will develop and use a series of test cases to verify that a program performs according to its design specifications, including edge cases and all branches.

The student will, through the process of code review, evaluate a program's correctness, readability, usability, and other factors.

The student will create programs that model the relationships among different elements in collections of real-world data.

The student will use a systematic approach

The student will identify some of the practical, business, and ethical impacts of open source and free software and the widespread access they provide.

The student will translate numbers between machine representations and human-accessible representations.

The student will design and implement a program working individually and in teams using a text-based language.

The student will explain the software life cycle and how it applies to iterative development processes.

The student will design and implement an algorithm

with compound conditional execution, and analyze and evaluate complex Boolean conditions; and

using complex iteration, including nested loops.

The student will implement programs that accept input from a variety of sources and produce output based on that input.

The student will trace the execution of iterative and recursive algorithms, illustrating output and changes in values of named variables.

The student will perform complex computations

on numbers, including modular division and random number generation; and

on strings, including substring manipulation and processing individual characters.