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Standards Crosswalk

Every course, unit by unit, against the standards it addresses. Mapped by the course author; use it beside your district's own review.

Science · Mathematics · English Language Arts · Social Studies · U.S. History · Economics · World Religions · Spanish · Family & Consumer Sciences
9courses172units882standards citedUpdated 2026-09-25
K–12 · 27 units

Science

Next Generation Science Standards (Illinois Learning Standards for Science) (NGSS)

Codes are NGSS performance expectations (grade or band, discipline, number) as adopted in the Illinois Learning Standards for Science; alignment is the course author's judgment, not a certification.

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UnitStandards this unit addresses
Unit 1Pushes, Pulls and Stuff
Grades K–2 · Physical Science
  • K-PS2-1 Investigate how different strengths and directions of pushes and pulls change an object's motion.
  • K-PS2-2 Analyze data to judge whether a design using a push or pull changes an object's speed or direction as intended.
  • 2-PS1-1 Describe and classify materials by observable properties such as color, texture and hardness.
  • 2-PS1-2 Test materials to decide which properties suit them for a given purpose.
  • 2-PS1-3 Use evidence to show an object built from small pieces can be taken apart and rebuilt into something new.
  • 2-PS1-4 Argue from evidence that some heating and cooling changes reverse and some do not.
Unit 2Light, Sound and Waves
Grades K–2 · Physical Science
  • 1-PS4-1 Investigate to show that vibrating materials make sound and sound can make materials vibrate.
  • 1-PS4-2 Use observations to explain that objects are seen only when lit.
  • 1-PS4-3 Test how light passes through, partly through, or is blocked by different materials.
  • 1-PS4-4 Design and build a device that uses light or sound to send a message over a distance.
Unit 3Living Things and Where They Live
Grades K–2 · Life Science
  • K-LS1-1 Use observations to describe what plants and animals need to survive.
  • K-ESS2-2 Argue that plants and animals can change their environment to meet their needs.
  • 1-LS1-2 Find patterns in how parents' behaviors, and their young's responses, help offspring survive.
  • 1-LS3-1 Use evidence to show young plants and animals resemble but are not identical to their parents.
  • 2-LS4-1 Observe plants and animals to compare the diversity of life in different habitats.
  • 2-LS2-2 Build a model of how animals help disperse seeds or pollinate plants.
Unit 4Earth, Sky and Weather
Grades K–2 · Earth and Space Science
  • K-ESS2-1 Use and share observations of local weather to describe patterns over time.
  • K-PS3-1 Observe the warming effect of sunlight on Earth's surface.
  • 1-ESS1-1 Observe and predict patterns in the sun, moon and stars.
  • 2-ESS1-1 Use evidence that Earth events can happen quickly or slowly.
  • 2-ESS2-1 Compare several solutions designed to slow or stop wind or water from changing the shape of the land.
  • 2-ESS2-3 Obtain information to identify where water is found on Earth and that it can be solid or liquid.
Unit 5Forces, Motion and Energy
Grades 3–5 · Physical Science
  • 3-PS2-1 Investigate the effects of balanced and unbalanced forces on an object's motion.
  • 3-PS2-2 Observe patterns in motion that can predict future motion.
  • 3-PS2-3 Ask questions about cause and effect in electric or magnetic interactions between objects.
  • 4-PS3-1 Explain, with evidence, the relationship between an object's speed and its energy.
  • 4-PS3-2 Show that energy moves from place to place by sound, light, heat and electric currents.
  • 4-PS3-4 Design, test and refine a device that converts energy from one form to another.
Unit 6Matter and Waves
Grades 3–5 · Physical Science
  • 5-PS1-1 Develop a model showing matter is made of particles too small to see.
  • 5-PS1-2 Measure and graph to show total weight is conserved through heating, cooling or mixing.
  • 5-PS1-4 Investigate whether mixing two substances produces a new substance.
  • 4-PS4-1 Model waves in terms of amplitude and wavelength and how they move objects.
  • 4-PS4-2 Model how light reflecting from objects into the eye allows objects to be seen.
  • 4-PS4-3 Design and compare solutions that use patterns to transfer information.
Unit 7Life: Cycles, Traits and Survival
Grades 3–5 · Life Science
  • 3-LS1-1 Model life cycles of organisms with their shared stages of birth, growth, reproduction and death.
  • 3-LS3-1 Analyze data showing traits are inherited from parents and that these traits vary within a group of similar organisms.
  • 3-LS3-2 Use evidence that the environment can influence an organism's traits.
  • 3-LS4-2 Explain how variations in traits can give individuals advantages in survival and reproduction.
  • 4-LS1-1 Argue that plants and animals have internal and external structures that support survival and reproduction.
  • 4-LS1-2 Model how animals receive sensory information, process it in the brain and respond.
Unit 8Ecosystems and the Flow of Energy
Grades 3–5 · Life Science
  • 5-PS3-1 Model how energy in animals' food originally came from the sun.
  • 5-LS1-1 Argue from evidence that plants get growth materials chiefly from air and water.
  • 5-LS2-1 Model the movement of matter among plants, animals, decomposers and the environment.
  • 3-LS4-4 Argue for a solution to a problem caused when environmental change affects the organisms living there.
Unit 9Earth, Weather and Space
Grades 3–5 · Earth and Space Science
  • 3-ESS2-2 Obtain and combine information about climates in different regions of the world.
  • 4-ESS1-1 Use evidence from rock layers and fossils to explain changes in a landscape over time.
  • 4-ESS2-1 Investigate the effects of weathering and rate of erosion by water, ice, wind or plants.
  • 5-ESS1-2 Represent data to reveal patterns of daily and seasonal changes caused by Earth's motion.
  • 5-ESS2-1 Model how the geosphere, biosphere, hydrosphere and atmosphere interact.
  • 5-ESS3-1 Gather information about how communities use science to protect Earth's resources and environments.
Unit 10Matter and Its Interactions
Grades 6–8 · Physical Science
  • MS-PS1-1 Develop models of the atomic composition of simple molecules and extended structures.
  • MS-PS1-2 Analyze property data before and after substances interact to detect a chemical reaction.
  • MS-PS1-4 Model how particle motion and state change when thermal energy is added or removed.
  • MS-PS1-5 Model how atoms rearrange in a reaction while total mass is conserved.
  • MS-PS1-6 Design and test a device that releases or absorbs thermal energy by chemical processes.
Unit 11Forces, Motion and Energy
Grades 6–8 · Physical Science
  • MS-PS2-1 Apply Newton's third law to design a solution to a collision problem.
  • MS-PS2-2 Investigate how the sum of forces and the object's mass determine its change in motion.
  • MS-PS2-4 Argue from evidence that gravitational interactions are attractive and depend on the masses of the interacting objects.
  • MS-PS3-1 Interpret graphical data relating kinetic energy to mass and speed.
  • MS-PS3-3 Design, build and test a device that minimizes or maximizes thermal energy transfer.
  • MS-PS3-5 Argue from evidence that when kinetic energy changes, energy is transferred to or from the object.
Unit 12Waves and Information
Grades 6–8 · Physical Science
  • MS-PS4-1 Use models to describe how a wave's amplitude relates to its energy.
  • MS-PS4-2 Model how waves are reflected, absorbed or transmitted by various materials.
  • MS-PS4-3 Evaluate evidence that digital signals are more reliable than analog for transmitting information.
Unit 13Cells, Bodies and Reproduction
Grades 6–8 · Life Science
  • MS-LS1-1 Investigate to show that living things are made of cells, either one or many.
  • MS-LS1-2 Model a cell and explain how its parts contribute to its function.
  • MS-LS1-3 Argue from evidence that a body is a system of interacting subsystems of cells, tissues and organs.
  • MS-LS1-4 Argue how animal behaviors and plant structures increase reproductive success.
  • MS-LS1-6 Explain with evidence how photosynthesis cycles matter and moves energy into organisms.
  • MS-LS1-8 Gather information on how sensory receptors send messages to the brain for memory or response.
Unit 14Ecosystems and Heredity
Grades 6–8 · Life Science
  • MS-LS2-1 Analyze data on how resource availability affects organisms and populations in an ecosystem.
  • MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
  • MS-LS3-1 Model why structural changes to genes may affect proteins and an organism's traits.
  • MS-LS3-2 Model why asexual reproduction yields identical genes while sexual reproduction yields variation.
Unit 15Earth and Space Systems
Grades 6–8 · Earth and Space Science
  • MS-ESS1-1 Model the Earth-sun-moon system to explain lunar phases, eclipses and seasons.
  • MS-ESS1-4 Use rock strata evidence to organize Earth's 4.6-billion-year history.
  • MS-ESS2-2 Explain how geoscience processes change Earth's surface at varying scales.
  • MS-ESS2-4 Model the cycling of water through Earth's systems driven by sunlight and gravity.
  • MS-ESS3-3 Design a method for monitoring and minimizing human impact on the environment.
  • MS-ESS3-5 Ask questions to clarify evidence of factors causing the rise in global temperatures.
Unit 16Biology: Cells and Energy
Grades 9–10 · Life Science
  • HS-LS1-6 Explain how carbon, hydrogen and oxygen from sugars combine with other elements to build amino acids and other large molecules.
  • HS-LS1-2 Model how interacting systems in multicellular organisms provide specific functions.
  • HS-LS1-3 Plan and carry out an investigation showing that feedback mechanisms maintain homeostasis in living things.
  • HS-LS1-4 Model how mitosis and differentiation produce and maintain complex organisms.
  • HS-LS1-5 Model how photosynthesis transforms light energy into stored chemical energy.
  • HS-LS1-7 Model how cellular respiration breaks bonds in food and releases energy.
Unit 17Biology: Genetics and Inheritance
Grades 9–10 · Life Science
  • HS-LS3-1 Ask questions about how DNA and chromosomes pass traits from parents to offspring.
  • HS-LS3-2 Defend a claim that heritable variation comes from meiotic recombination, replication errors and environmentally caused mutations.
Unit 18Biology: Ecosystems and Human Impact
Grades 9–10 · Life Science
  • HS-LS2-1 Use mathematical representations to explain factors affecting carrying capacity.
  • HS-LS2-2 Use math to support explanations about biodiversity and populations in ecosystems.
  • HS-LS2-4 Use math to model the cycling of matter and flow of energy among organisms in an ecosystem.
  • HS-LS2-6 Evaluate claims that ecosystems stay stable under modest change but can shift under larger ones.
  • HS-LS2-7 Design, evaluate and refine a solution reducing human impact on the environment and biodiversity.
  • HS-LS2-8 Evaluate evidence for how group behavior improves individuals' chances of survival and reproduction.
Unit 19Physical Science: Matter and Reactions
Grades 9–10 · Physical Science
  • HS-PS1-1 Use the periodic table to predict relative element properties from outermost electron patterns.
  • HS-PS1-2 Construct explanations of simple chemical reactions using periodic table patterns.
  • HS-PS1-4 Model how bond energy changes explain whether a reaction releases or absorbs energy.
  • HS-PS1-5 Explain how changes in temperature or concentration affect reaction rate.
  • HS-PS1-7 Use math to show that atoms and mass are conserved in a chemical reaction.
  • HS-PS1-8 Model the changes in nucleus composition and energy released in fission, fusion and decay.
Unit 20Physical Science: Forces, Energy and Waves
Grades 9–10 · Physical Science
  • HS-PS2-1 Analyze data to support Newton's second law relating net force, mass and acceleration.
  • HS-PS2-2 Use math to show that total momentum of a system is conserved when no net external force acts.
  • HS-PS2-4 Use math to describe and predict gravitational and electrostatic forces between objects.
  • HS-PS3-1 Use computational models to calculate energy change in a system's components.
  • HS-PS3-2 Model energy at the macroscopic scale as combined motion and relative-position energy of particles.
  • HS-PS4-1 Use math to relate wave frequency, wavelength and speed in various media.
Unit 21Earth and Space
Grades 9–10 · Earth and Space Science
  • HS-ESS1-1 Model the sun's life span and how fusion in its core releases energy that reaches Earth as radiation.
  • HS-ESS1-2 Use astronomical evidence, such as redshift and background radiation, to support the Big Bang theory.
  • HS-ESS2-1 Model how Earth's internal and surface processes operate at different scales to form landforms.
  • HS-ESS2-4 Use a model to describe how energy flow variations cause changes in climate.
  • HS-ESS2-6 Model how carbon cycles among the hydrosphere, atmosphere, geosphere and biosphere.
  • HS-ESS3-4 Evaluate or refine a technological solution that reduces human impact on natural systems.
Unit 22Chemistry: Atoms, Bonding and Reactions
Grades 11–12 · Chemistry
  • HS-PS1-1 Use the periodic table to predict relative element properties from outermost electron patterns.
  • HS-PS1-2 Explain simple chemical reactions from periodic table patterns and outer electron states.
  • HS-PS1-3 Investigate substances' bulk-scale structure and properties to infer the strength of electrical forces between particles.
  • HS-PS1-5 Explain how temperature and concentration changes affect the rate of a reaction.
  • HS-PS1-6 Refine a design of a chemical system to increase products at equilibrium.
Unit 23Chemistry: Stoichiometry, Solutions and Energy
Grades 11–12 · Chemistry
  • HS-PS1-7 Use math to show that atoms and mass are conserved in chemical reactions.
  • HS-PS1-4 Model how bond energy changes explain whether a reaction releases or absorbs energy.
  • HS-PS1-3 Investigate substances' bulk-scale properties to infer the strength of electrical forces between their particles.
  • HS-PS3-4 Investigate how combining components at different temperatures in a closed system yields a more uniform energy distribution.
Unit 24Physics: Motion and Forces
Grades 11–12 · Physics
  • HS-PS2-1 Analyze data to support Newton's second law relating net force, mass and acceleration.
  • HS-PS2-2 Use math to show momentum is conserved in a system with no net external force.
  • HS-PS2-3 Design and refine a device that minimizes force on an object during a collision.
  • HS-PS2-4 Use math to describe and predict gravitational and electrostatic forces between objects.
  • HS-ESS1-4 Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.
Unit 25Physics: Energy, Waves and Electricity
Grades 11–12 · Physics
  • HS-PS3-1 Use computational models to calculate energy changes among components of a system.
  • HS-PS3-2 Model energy at the macroscopic scale as combined particle motion and position energies.
  • HS-PS3-4 Investigate how thermal energy flows between components at different temperatures toward a more uniform distribution (second law).
  • HS-PS2-5 Investigate to show electric currents produce magnetic fields and changing magnetic fields produce currents.
  • HS-PS4-1 Use math to relate wave frequency, wavelength and speed in various media.
  • HS-PS4-3 Evaluate reasoning that electromagnetic radiation can be modeled as a wave or as particles, each more useful in some situations.
Unit 26Environmental Science
Grades 11–12 · Earth and Environmental Science
  • HS-ESS3-1 Explain how resource availability, natural hazards and climate change affect human activity.
  • HS-ESS3-2 Evaluate competing designs for developing and managing resources by cost-benefit ratios.
  • HS-ESS3-3 Use a computational simulation to show relationships among resources, population and biodiversity.
  • HS-ESS3-4 Evaluate or refine a technological solution that reduces human impact on natural systems.
  • HS-ESS3-5 Analyze geoscience data and climate model outputs to forecast current or future climate change.
  • HS-ESS3-6 Use a computational model to show how human activity and Earth's systems interact.
Unit 27Capstone: Argue From Evidence
Grades 11–12 · Science Practices
  • HS-ETS1-1 Analyze a major global challenge to specify criteria and constraints for solutions.
  • HS-ETS1-2 Design a solution to a complex real-world problem by breaking it into smaller, more manageable problems solvable by engineering.
  • HS-ETS1-3 Evaluate a solution against prioritized criteria and trade-offs, including social and environmental impacts.
  • HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex problem.
K–12 · 27 units

Mathematics

Illinois Learning Standards for Mathematics (Common Core State Standards for Mathematics) (IL Math (CCSS-M))

Codes are Common Core State Standards for Mathematics identifiers (e.g. 2.NBT.B.5, HSA-REI.B.4), adopted by Illinois in 2010 as its Learning Standards for Mathematics; HSN-CN.C.9 is a (+) advanced standard. The alignment is the course author's judgment and is not a certification.

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UnitStandards this unit addresses
Unit 1Counting and Numbers
Grades K–2 · Number
  • K.CC.A.1 Count to 100 by ones and by tens.
  • K.CC.B.4 Pair each object with one number name and understand the last number said tells how many.
  • K.CC.C.6 Decide whether one group has more, fewer or the same number of objects as another.
  • 1.NBT.B.2 See a two-digit number as some tens and some ones, with ten as a bundle of ten ones.
  • 1.NBT.B.3 Compare two two-digit numbers by their tens and ones using >, = and <.
  • 1.NBT.C.5 Mentally find ten more or ten less than a two-digit number and explain why.
Unit 2Adding and Subtracting
Grades K–2 · Operations
  • K.OA.A.1 Represent addition and subtraction with objects, fingers, drawings, acting out, verbal explanations, expressions or equations.
  • 1.OA.A.1 Solve add-and-subtract word problems within 20 with the unknown in any position.
  • 1.OA.C.6 Add and subtract within 20, fluent within 10, using strategies such as counting on, making ten and doubles.
  • 1.OA.D.7 Understand that the equal sign means both sides are the same amount.
  • 2.OA.A.1 Solve one- and two-step word problems within 100 involving addition and subtraction.
  • 2.OA.B.2 Add and subtract within 20 fluently, knowing sums of two one-digit numbers from memory.
Unit 3Place Value to 1,000
Grades K–2 · Number
  • 2.NBT.A.1 Understand a three-digit number as amounts of hundreds, tens and ones.
  • 2.NBT.A.3 Read and write numbers to 1,000 in numerals, words and expanded form.
  • 2.NBT.A.4 Compare two three-digit numbers by place value using >, = and <.
  • 2.NBT.B.5 Add and subtract within 100 fluently using place value and properties of operations.
  • 2.NBT.B.7 Add and subtract within 1,000 with models and drawings, regrouping when needed.
  • 2.OA.C.3 Decide whether a group of objects is even or odd.
Unit 4Measuring, Time and Money
Grades K–2 · Measurement
  • 1.MD.A.2 Measure a length by laying same-size units end to end with no gaps or overlaps.
  • 2.MD.A.1 Measure lengths choosing suitable tools such as rulers, yardsticks and meter sticks.
  • 2.MD.C.7 Tell and write time to the nearest five minutes on analog and digital clocks, using a.m. and p.m.
  • 2.MD.C.8 Solve word problems with dollars, quarters, dimes, nickels and pennies.
  • 2.MD.D.9 Measure lengths and show the data on a line plot.
  • 2.MD.D.10 Make picture graphs and bar graphs and answer questions from them.
Unit 5Shapes and Equal Shares
Grades K–2 · Geometry
  • K.G.A.2 Name shapes correctly no matter their size or how they are turned.
  • 1.G.A.1 Tell defining attributes such as sides and corners from non-defining ones like color or size.
  • 1.G.A.2 Put together two- and three-dimensional shapes to make new shapes.
  • 2.G.A.1 Recognize and draw shapes with given attributes, such as a number of angles or equal faces, and name them.
  • 2.G.A.2 Divide a rectangle into rows and columns of same-size squares and count them.
  • 2.G.A.3 Partition circles and rectangles into halves, thirds and fourths and describe the equal shares.
Unit 6Multiplication and Division
Grades 3–5 · Operations
  • 3.OA.A.1 Interpret a product of whole numbers as a number of equal groups.
  • 3.OA.A.2 Interpret a quotient as sharing into equal groups or finding how many groups.
  • 3.OA.B.5 Use the commutative, associative and distributive properties to multiply and divide.
  • 3.OA.C.7 Multiply and divide within 100 fluently, knowing single-digit products from memory.
  • 3.OA.D.8 Solve two-step word problems with the four operations and check answers by estimating.
  • 4.OA.A.3 Solve multi-step word problems with whole numbers, interpreting any remainder.
Unit 7Place Value and Multi-Digit Arithmetic
Grades 3–5 · Number
  • 4.NBT.A.1 Recognize that each place is ten times the value of the place to its right.
  • 4.NBT.A.2 Read, write and compare multi-digit numbers in numerals, words and expanded form.
  • 4.NBT.A.3 Use place-value understanding to round multi-digit whole numbers to any place.
  • 4.NBT.B.4 Add and subtract multi-digit whole numbers fluently with the standard algorithm.
  • 4.NBT.B.5 Multiply up to four digits by one digit and two two-digit numbers, using place value, arrays and area models.
  • 5.NBT.B.6 Divide whole numbers with up to four-digit dividends and two-digit divisors, explaining the method.
Unit 8Fractions
Grades 3–5 · Number
  • 3.NF.A.2 Represent fractions as points on a number line built from unit fractions.
  • 3.NF.A.3 Explain fraction equivalence and compare fractions with the same numerator or denominator.
  • 4.NF.B.3 Add and subtract fractions and mixed numbers with like denominators, including in word problems.
  • 5.NF.A.1 Add and subtract fractions with unlike denominators by finding equivalent fractions.
  • 5.NF.B.4 Multiply a fraction by a whole number or a fraction, using area models.
  • 5.NF.B.7 Divide unit fractions by whole numbers and whole numbers by unit fractions with models and stories.
Unit 9Decimals
Grades 3–5 · Number
  • 4.NF.C.6 Write fractions with denominators 10 and 100 as decimals.
  • 4.NF.C.7 Compare two decimals to hundredths and record with >, = or <.
  • 5.NBT.A.2 Explain patterns when multiplying or dividing by powers of ten, including decimal-point shifts.
  • 5.NBT.A.3 Read, write and compare decimals to thousandths using place value.
  • 5.NBT.A.4 Use place-value understanding to round decimals to any place, such as tenths or hundredths.
  • 5.NBT.B.7 Add, subtract, multiply and divide decimals to hundredths with models and place-value reasoning.
Unit 10Measurement and Data
Grades 3–5 · Measurement
  • 3.MD.B.3 Draw scaled picture graphs and bar graphs and solve problems using them.
  • 3.MD.C.7 Relate area of rectangles to multiplication and find area of composite figures.
  • 3.MD.D.8 Solve perimeter problems, including shapes with the same area but different perimeters.
  • 4.MD.A.1 Convert larger measurement units to smaller ones within a single system.
  • 4.MD.A.2 Solve word problems about distance, time, liquid volume, mass and money.
  • 5.MD.C.5 Find the volume of rectangular prisms by packing unit cubes and by formula.
Unit 11Geometry and the Coordinate Plane
Grades 3–5 · Geometry
  • 4.G.A.1 Draw and identify points, lines, rays, angles and parallel and perpendicular lines.
  • 4.MD.C.6 Measure and sketch angles in degrees with a protractor.
  • 5.G.B.4 Classify two-dimensional figures in a hierarchy based on their properties.
  • 5.G.A.1 Understand the coordinate plane as perpendicular axes meeting at the origin, with ordered pairs naming each point's location.
  • 5.G.A.2 Graph and interpret points in the first quadrant to solve real-world problems.
  • 5.OA.B.3 Generate two numerical patterns, compare their terms and graph the ordered pairs.
Unit 12Ratios, Rates and Proportions
Grades 6–8 · Ratios and Proportional Relationships
  • 6.RP.A.1 Use ratio language to describe a relationship between two quantities.
  • 6.RP.A.2 Understand unit rates and use rate language in context.
  • 6.RP.A.3 Solve ratio and rate problems with tables, double number lines, percents and unit conversions.
  • 7.RP.A.2 Recognize proportional relationships and find the constant of proportionality.
  • 7.RP.A.3 Solve multi-step ratio and percent problems such as tax, tip, discount and percent error.
  • 7.G.A.1 Solve problems with scale drawings, computing actual lengths and areas.
Unit 13The Number System
Grades 6–8 · Number
  • 6.NS.C.6 Place rational numbers, including negatives, on number lines and in the coordinate plane.
  • 7.NS.A.1 Add and subtract rational numbers using number lines and additive inverses.
  • 7.NS.A.2 Multiply and divide rational numbers, explaining the sign rules with properties of operations.
  • 8.NS.A.1 Distinguish rational from irrational numbers and convert repeating decimals to fractions.
  • 8.EE.A.1 Apply the properties of integer exponents to generate equivalent expressions.
  • 8.EE.A.3 Use scientific notation to estimate and compare very large and very small quantities.
Unit 14Expressions, Equations and Inequalities
Grades 6–8 · Algebra Begins
  • 6.EE.A.2 Write, read and evaluate expressions in which letters stand for numbers, including formulas.
  • 6.EE.A.3 Apply properties of operations to produce equivalent expressions.
  • 6.EE.B.7 Solve one-step equations of the form x + p = q and px = q in real-world settings.
  • 7.EE.A.1 Add, subtract, factor and expand linear expressions with rational coefficients.
  • 7.EE.B.4 Write and solve equations like px + q = r and inequalities like px + q > r from word problems, graphing inequality solutions.
  • 8.EE.C.7 Solve linear equations in one variable, including those with the variable on both sides.
Unit 15Functions and Linear Equations
Grades 6–8 · Algebra
  • 8.EE.B.5 Graph proportional relationships and interpret unit rate as slope.
  • 8.EE.B.6 Use similar triangles to explain constant slope and derive y = mx + b.
  • 8.EE.C.8 Analyze and solve pairs of simultaneous linear equations graphically and algebraically.
  • 8.F.A.1 Understand a function as a rule assigning exactly one output to each input.
  • 8.F.A.3 Interpret y = mx + b as a linear function and give examples of nonlinear functions.
  • 8.F.B.4 Construct a linear function to model a relationship and interpret its rate of change and initial value.
Unit 16Geometry
Grades 6–8 · Geometry
  • 7.G.B.4 Know and use formulas for area and circumference of a circle.
  • 7.G.B.5 Use supplementary, complementary, vertical and adjacent angles to find unknown angles.
  • 8.G.A.2 Understand congruence as a sequence of rotations, reflections and translations, and describe such a sequence for congruent figures.
  • 8.G.A.5 Establish facts about angle sums, exterior angles and angles from parallel lines cut by a transversal.
  • 8.G.B.7 Apply the Pythagorean theorem to find unknown side lengths in real-world and mathematical problems.
  • 8.G.C.9 Use volume formulas for cones, cylinders and spheres to solve problems.
Unit 17Statistics and Probability
Grades 6–8 · Statistics and Probability
  • 6.SP.B.5 Summarize numerical data sets with measures of center, spread and overall shape.
  • 7.SP.A.1 Understand that random samples support valid inferences about a population.
  • 7.SP.C.7 Develop probability models and compare predicted with observed frequencies.
  • 7.SP.C.8 Find probabilities of compound events using lists, tables, tree diagrams and simulation.
  • 8.SP.A.1 Construct and interpret scatter plots, describing clustering, outliers and association.
  • 8.SP.A.3 Use the equation of a linear model to interpret slope and intercept in bivariate data.
Unit 18Algebra I: Linear Equations, Functions and Systems
Grades 9–10 · Algebra
  • HSA-REI.A.1 Justify each step in solving an equation and build a viable argument for the solution.
  • HSA-CED.A.4 Rearrange formulas to highlight a quantity of interest, as in solving literal equations.
  • HSF-IF.A.2 Use function notation, evaluate functions and interpret statements in context.
  • HSF-IF.B.4 Interpret key features of graphs and tables of a function modeling a relationship.
  • HSA-REI.C.6 Solve systems of linear equations exactly and approximately, as with graphs, focusing on pairs of equations in two variables.
  • HSA-REI.D.12 Graph solutions to linear inequalities and systems of inequalities as half-planes.
Unit 19Algebra I: Exponents, Polynomials and Quadratics
Grades 9–10 · Algebra
  • HSN-RN.A.2 Rewrite expressions using the properties of rational exponents and radicals.
  • HSF-LE.A.1 Distinguish situations modeled by linear functions from those modeled by exponential functions.
  • HSA-APR.A.1 Add, subtract and multiply polynomials, understanding they form a closed system.
  • HSA-SSE.A.2 Use the structure of an expression to rewrite it, as in factoring a difference of squares.
  • HSA-REI.B.4 Solve quadratic equations by inspection, square roots, completing the square, the formula and factoring.
  • HSF-IF.C.7 Graph functions and show key features such as intercepts, maxima and minima.
Unit 20Geometry: Reasoning, Congruence and Triangles
Grades 9–10 · Geometry
  • HSG-CO.B.6 Use rigid motions to decide whether two figures are congruent.
  • HSG-CO.B.8 Explain how the ASA, SAS and SSS criteria follow from the definition of congruence.
  • HSG-CO.C.9 Prove theorems about lines and angles, including those about parallel lines and a transversal.
  • HSG-CO.C.10 Prove theorems about triangles, such as angle sum, base angles and the midsegment theorem.
  • HSG-CO.C.11 Prove theorems about parallelograms and their sides, angles and diagonals.
  • HSG-CO.D.12 Make formal geometric constructions with compass and straightedge or other tools.
Unit 21Geometry: Similarity, Trigonometry and Circles
Grades 9–10 · Geometry
  • HSG-SRT.A.2 Use similarity transformations to decide whether two figures are similar.
  • HSG-SRT.B.5 Use congruence and similarity criteria to solve problems and prove relationships in figures.
  • HSG-SRT.C.8 Use trigonometric ratios and the Pythagorean theorem to solve right triangles in applied problems.
  • HSG-C.A.2 Identify and use relationships among inscribed angles, radii, chords and tangents.
  • HSG-C.B.5 Derive arc length and sector area and define the radian measure of an angle.
  • HSG-GMD.A.3 Use volume formulas for cylinders, pyramids, cones and spheres to solve problems.
Unit 22Statistics in Algebra I
Grades 9–10 · Statistics
  • HSS-ID.A.1 Represent data with dot plots, histograms and box plots.
  • HSS-ID.A.2 Compare center and spread of two or more data sets using appropriate statistics.
  • HSS-ID.B.5 Summarize categorical data in two-way frequency tables and interpret relative frequencies.
  • HSS-ID.B.6 Fit a function to two-variable data and assess the fit by plotting residuals.
  • HSS-ID.C.8 Compute and interpret the correlation coefficient of a linear fit using technology.
  • HSS-ID.C.9 Distinguish between correlation and causation when interpreting a relationship between two variables.
Unit 23Algebra II: Polynomial, Rational and Radical Functions
Grades 11–12 · Algebra
  • HSN-CN.C.9 Know the fundamental theorem of algebra and show it holds for quadratic polynomials.
  • HSA-APR.B.2 Know and apply the remainder theorem when dividing polynomials.
  • HSA-APR.B.3 Find zeros of polynomials by factoring and use them to sketch a rough graph.
  • HSA-APR.D.6 Rewrite rational expressions in different forms using inspection, long division or technology.
  • HSA-REI.A.2 Solve rational and radical equations and identify extraneous solutions.
  • HSF-BF.B.4 Find inverse functions and write an expression for the inverse.
Unit 24Algebra II: Exponential, Logarithmic and Trigonometric Functions
Grades 11–12 · Algebra
  • HSF-LE.A.4 Express solutions to exponential equations as logarithms and evaluate them with technology.
  • HSF-LE.B.5 Interpret the parameters of a linear or exponential function in context.
  • HSF-TF.A.1 Understand radian measure as the arc length subtended on the unit circle.
  • HSF-TF.A.2 Use the unit circle to extend trigonometric functions to all real numbers.
  • HSF-TF.B.5 Model periodic phenomena with trigonometric functions using amplitude, frequency and midline.
  • HSF-TF.C.8 Prove the Pythagorean identity and use it to find trigonometric values.
Unit 25Sequences, Series and Modeling
Grades 11–12 · Algebra and Modeling
  • HSF-IF.A.3 Recognize sequences as functions, sometimes defined recursively, on a subset of the integers.
  • HSF-BF.A.2 Write arithmetic and geometric sequences recursively and explicitly and use them to model.
  • HSA-SSE.B.4 Derive the formula for the sum of a finite geometric series and apply it to problems.
  • HSF-BF.A.1 Build a function that models a relationship, including by combining functions.
  • HSF-BF.B.3 Describe the effect of transformations such as f(x) + k and f(kx) on a graph.
  • HSS-ID.B.6 Fit a function to data, use it to solve problems and assess the fit.
Unit 26Statistics: From a Sample to a Claim
Grades 11–12 · Statistics and Probability
  • HSS-ID.A.4 Use the mean and standard deviation of a normal distribution to estimate percentages.
  • HSS-CP.A.4 Build two-way frequency tables and use them to decide independence and find conditional probabilities.
  • HSS-IC.A.1 Understand statistics as making inferences about a population from a random sample.
  • HSS-IC.B.3 Recognize the purposes of and differences among surveys, experiments and observational studies.
  • HSS-IC.B.4 Use sample data to estimate a population parameter and develop a margin of error with simulation.
  • HSS-IC.B.6 Evaluate reports and claims in the media that are based on data.
Unit 27Financial Math and Capstone
Grades 11–12 · Applied Mathematics
  • HSA-SSE.B.4 Use the geometric-series formula to solve problems such as computing loan payments.
  • HSF-LE.A.1 Recognize when a quantity grows by a constant rate versus a constant percent, as with interest.
  • HSF-LE.B.5 Interpret the parameters of a linear or exponential model in a financial context.
  • HSN-Q.A.1 Use units to guide the solution of multi-step problems and to interpret graphs and data displays.
  • HSN-Q.A.3 Choose a level of accuracy appropriate to the limits of measurement when reporting quantities.
  • HSA-CED.A.3 Represent constraints with equations or inequalities and interpret solutions in a modeling context.
K–12 · 24 units

English Language Arts

Illinois Learning Standards for English Language Arts (Common Core State Standards for ELA/Literacy) (IL ELA / CCSS)

Codes name a strand, grade or grade band, and standard number (e.g. RL.3.1, W.9-10.7); the alignment was made by the course author and is not a certification by any agency.

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UnitStandards this unit addresses
Unit 1Sounds and Letters
Grades K–2 · Foundations
  • RF.K.2 Hear and work with rhymes, syllables, and the separate sounds inside spoken words.
  • RF.1.2 Tell long from short vowel sounds and blend, isolate, and segment the sounds in spoken one-syllable words.
  • RF.K.1 Know how print works: left to right, top to bottom, letters make words, upper and lower case.
  • RF.K.3 Match consonants to their primary sounds, link long and short vowel sounds to spellings, and read common sight words.
  • RF.1.3 Use letter-sound knowledge, digraphs, and final-e patterns to decode one-syllable words.
  • L.K.1 Print many upper- and lowercase letters and use frequently occurring nouns and verbs when speaking and writing.
Unit 2Words and Sentences
Grades K–2 · Foundations and Language
  • RF.1.3 Decode regular words, common digraphs, inflectional endings, and irregularly spelled sight words.
  • RF.2.3 Use vowel patterns, prefixes, suffixes, and sight-word knowledge to read grade-level words.
  • RF.1.4 Read grade-level text accurately, at a good pace, and with expression, rereading as needed.
  • L.1.1 Use nouns, verbs, pronouns, and adjectives correctly and produce complete declarative, interrogative, imperative, and exclamatory sentences.
  • L.K.2 Capitalize the first word of a sentence and the pronoun I, and recognize and name end punctuation.
  • L.1.2 Capitalize dates and names, use end punctuation, and spell common words correctly in writing.
Unit 3Stories and True Books
Grades K–2 · Reading
  • RL.K.3 Name the characters, settings, and major events in a story with prompting and support.
  • RL.2.1 Ask and answer who, what, where, when, why, and how questions about a story's key details.
  • RL.2.2 Retell stories, fables, and folktales and state the lesson or message they teach.
  • RL.2.9 Compare two versions of the same story told by different authors or from different cultures.
  • RI.1.2 Identify the main topic of an informational text and retell its key details.
  • RI.1.5 Know and use text features such as headings, tables of contents, and glossaries to locate key facts.
Unit 4Writing and Telling
Grades K–2 · Writing and Speaking
  • W.1.3 Write a narrative that recounts two or more events in order using words like first and next.
  • W.1.1 Write an opinion about a topic or book, give a reason, and add a closing.
  • W.1.2 Write an informative piece that names a topic, gives facts about it, and closes.
  • SL.1.1 Take part in conversations with peers and adults, follow turn-taking rules, and ask questions.
  • SL.2.4 Tell a story or recount an experience with relevant facts and descriptive details, speaking audibly in coherent sentences.
  • L.1.6 Use words and phrases learned from conversations, reading, and being read to.
Unit 5Word Power
Grades 3–5 · Language and Vocabulary
  • RF.3.3 Decode words using common prefixes, suffixes, Latin suffixes, and multisyllable patterns.
  • L.3.4 Use sentence context, known affixes and roots, and glossaries to figure out unknown words.
  • L.4.4 Use context, Greek and Latin affixes and roots, and reference materials to find word meanings.
  • L.5.4 Determine the meaning of unfamiliar words through context, Greek and Latin roots, and reference tools.
  • L.5.5 Interpret similes, metaphors, and idioms and understand relationships among synonyms and antonyms.
  • L.4.6 Acquire and use grade-appropriate academic and domain-specific words, including words for precise actions, emotions, or states of being.
Unit 6Reading Stories
Grades 3–5 · Literature
  • RL.3.2 Recount fables, folktales, and myths from diverse cultures and explain the central message.
  • RL.3.3 Describe a character's traits, motivations, and feelings and how actions affect the sequence of events.
  • RL.4.1 Use details and examples from the text to explain what it says directly and to draw inferences.
  • RL.5.2 Determine a theme from how characters respond to challenges and summarize the text.
  • RL.5.6 Describe how a narrator's or speaker's point of view shapes the way events are described.
  • RL.4.5 Explain differences among poems, drama, and prose using their structural elements when writing or speaking.
Unit 7Reading to Learn
Grades 3–5 · Informational Text
  • RI.4.2 Determine the main idea of a text, explain how details support it, and summarize.
  • RI.3.5 Use text features and search tools such as key words, sidebars, and hyperlinks to locate information efficiently.
  • RI.4.5 Describe the overall structure of a text: chronology, comparison, cause and effect, or problem and solution.
  • RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.
  • RI.4.7 Interpret charts, graphs, diagrams, timelines, and other visual information and explain how they help.
  • W.4.8 Gather information from sources, take notes, categorize them, and provide a list of sources.
Unit 8Writing
Grades 3–5 · Writing
  • W.4.1 Write an opinion piece with a clear point of view, ordered reasons, linking words, and a conclusion.
  • W.4.2 Write an informative text that introduces a topic, groups related facts, and uses precise language.
  • W.4.3 Write a narrative with a situation, dialogue, description, transitions, sensory details, and a conclusion.
  • W.5.5 Develop and strengthen writing through planning, revising, editing, and rewriting with guidance.
  • W.4.9 Draw evidence from literary or informational texts to support analysis and reflection in writing.
  • L.3.2 Use capitals in titles, commas in addresses, and quotation marks in dialogue; apply spelling patterns.
Unit 9Grammar, Speaking and Listening
Grades 3–5 · Language and Speaking
  • L.3.1 Explain the function of nouns, verbs, adjectives, and adverbs and produce simple, compound, and complex sentences.
  • L.4.1 Use relative pronouns, progressive tenses, and conventional adjective order; correct fragments and run-ons; use confused words like there and their.
  • L.4.3 Choose precise words and punctuation for effect and know when formal English is expected.
  • SL.4.1 Come prepared to discussions, follow agreed rules, ask and answer questions, and build on others' remarks.
  • SL.4.2 Paraphrase portions of information presented aloud or in other media formats.
  • SL.4.4 Report on a topic or tell a story in an organized way with facts and details, speaking at an understandable pace.
Unit 10The Novel
Grades 6–8 · Literature
  • RL.8.1 Cite the textual evidence that most strongly supports what a text says and the inferences drawn.
  • RL.7.3 Analyze how particular elements of a story interact, such as how setting shapes characters or plot.
  • RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.
  • RL.8.2 Determine a theme and analyze its development through characters, setting, and plot; summarize objectively.
  • RL.7.7 Compare a written story to its audio, film, or staged version and analyze the medium's effects.
  • RL.6.10 Read and comprehend stories, dramas, and poems in the grades 6–8 complexity band proficiently, with scaffolding as needed.
Unit 11Nonfiction and Argument
Grades 6–8 · Informational Text
  • RI.7.2 Determine two or more central ideas, trace their development, and write an objective summary.
  • RI.8.4 Determine word meanings in a text and analyze how specific word choices affect meaning and tone.
  • RI.7.9 Analyze how two or more authors writing about the same topic shape their presentations differently.
  • RI.8.8 Trace and evaluate an argument, judging whether the reasoning is sound and the evidence relevant and sufficient.
  • W.7.1 Write arguments with clear claims, acknowledgment of opposing claims, logical reasoning, and relevant evidence.
  • W.7.8 Gather information from credible sources, quote or paraphrase without plagiarizing, and cite in a standard format.
Unit 12Words: Stems and Meaning
Grades 6–8 · Vocabulary
  • L.6.4 Use context, Greek and Latin affixes and roots, and reference materials to determine word meanings.
  • L.7.4 Determine the meaning of unknown words using context, common roots and affixes, and reference tools.
  • L.6.5 Interpret figures of speech, understand word relationships, and distinguish connotations of similar words.
  • L.8.5 Interpret figures of speech such as verbal irony and puns and distinguish among words' connotations.
  • RL.7.4 Determine figurative and connotative meanings in a text and analyze the effect of sound devices.
  • L.7.6 Acquire and use academic and domain-specific words and gather vocabulary knowledge when needed.
Unit 13Grammar and Style
Grades 6–8 · Language
  • L.6.1 Use pronouns correctly in case, number, and person and recognize and correct inappropriate pronoun shifts.
  • L.7.1 Explain the function of phrases and clauses, use varied sentence types, and place modifiers correctly.
  • L.8.1 Explain the function of verbals, form and use active and passive voice, and use verb moods correctly.
  • L.6.2 Use commas, parentheses, or dashes to set off nonrestrictive elements and spell correctly.
  • L.7.2 Use a comma between coordinate adjectives and spell grade-appropriate words correctly.
  • L.8.2 Use a comma, ellipsis, or dash to indicate a pause or break and an ellipsis to show an omission.
Unit 14Writing Across Forms
Grades 6–8 · Writing
  • W.8.1 Write arguments that introduce claims, address counterclaims, organize reasons logically, and use formal style.
  • W.8.2 Write informative texts that introduce and organize ideas with relevant facts, transitions, and precise language.
  • W.8.3 Write narratives using dialogue, pacing, description, and reflection, with a conclusion that follows from events.
  • W.8.5 Plan, revise, edit, rewrite, or try a new approach with guidance, focusing on purpose and audience.
  • W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • W.8.10 Write routinely over extended and shorter time frames for a range of tasks, purposes, and audiences.
Unit 15Literature: Close Reading
Grades 9–10 · Literature
  • RL.9-10.1 Cite strong and thorough textual evidence for explicit statements and inferences drawn from a text.
  • RL.9-10.2 Determine a theme and analyze in detail how it emerges and is shaped by specific details.
  • RL.9-10.3 Analyze how complex characters with conflicting motivations develop, interact, and advance the theme.
  • RL.9-10.4 Analyze the cumulative effect of specific word choices on meaning and tone, including formal or informal tone.
  • RL.9-10.5 Analyze how an author's structural choices, such as pacing and flashbacks, create effects like tension or surprise.
  • RL.9-10.7 Analyze a subject or scene as represented in two different artistic mediums, noting what each emphasizes.
Unit 16The Language of Persuasion
Grades 9–10 · Rhetoric
  • RI.9-10.4 Analyze the cumulative impact of specific word choices on the meaning and tone of a text.
  • RI.9-10.6 Determine an author's point of view or purpose and analyze how rhetoric advances that purpose.
  • RI.9-10.8 Delineate and evaluate an argument's claims, reasoning, and evidence, identifying false statements and fallacies.
  • RI.9-10.9 Analyze seminal U.S. documents of historical and literary significance and how they address related themes.
  • W.9-10.1 Write arguments with precise claims, fairly developed counterclaims, valid reasoning, and a formal style.
  • SL.9-10.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, noting fallacious reasoning.
Unit 17Words and Structure
Grades 9–10 · Vocabulary
  • L.9-10.4 Determine word meanings using context, patterns of word changes, and reference materials including etymology.
  • L.9-10.5 Interpret figures of speech such as euphemism and oxymoron and analyze their role in a text.
  • L.9-10.6 Acquire and use academic and domain-specific words and phrases sufficient for college and career readiness.
  • RL.9-10.4 Determine figurative and connotative meanings of words and analyze their effect on meaning and tone.
Unit 18Grammar for Writers
Grades 9–10 · Language
  • L.9-10.1 Use parallel structure and various types of phrases and clauses to convey meaning and add variety.
  • L.9-10.2 Use a semicolon to link closely related independent clauses, a colon to introduce a list or quotation, and spell correctly.
  • L.9-10.3 Apply language knowledge in context and follow the guidelines in a style manual when writing.
  • W.9-10.5 Develop and strengthen writing by planning, revising, editing, and rewriting for purpose and audience.
  • W.9-10.4 Produce clear, coherent writing whose development, organization, and style fit the task and audience.
Unit 19Research and Writing
Grades 9–10 · Writing
  • W.9-10.7 Conduct short and sustained research projects to answer a question, synthesizing multiple sources.
  • W.9-10.8 Gather relevant sources, assess their usefulness, integrate information without plagiarizing, and cite them.
  • W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • W.9-10.2 Write informative texts that examine complex ideas through effective organization, evidence, and precise language.
  • W.9-10.3 Write narratives using effective technique, well-chosen details, and well-structured event sequences.
  • W.9-10.5 Strengthen writing through planning, revising, editing, and rewriting, focusing on what matters most for the purpose.
Unit 20Literary Devices and American Voices
Grades 11–12 · Literature
  • RL.11-12.1 Cite strong textual evidence, including where the text leaves matters uncertain.
  • RL.11-12.2 Determine two or more themes and analyze how they interact and build to produce a complex account.
  • RL.11-12.3 Analyze the impact of an author's choices about setting, event order, and character development.
  • RL.11-12.5 Analyze how choices about structure, such as where to begin or end, contribute to meaning and aesthetic impact.
  • RL.11-12.6 Analyze a point of view requiring distinction between what is stated and what is meant, as in satire or irony.
  • RL.11-12.9 Show knowledge of foundational American literature and how two or more texts from the same period treat similar themes.
Unit 21Diction, Syntax and Style
Grades 11–12 · Language
  • L.11-12.3 Apply language knowledge to understand how it works in context and vary syntax for effect.
  • RL.11-12.4 Analyze word choices with multiple meanings and language that is especially fresh, engaging, or beautiful.
  • RI.11-12.6 Analyze how an author's style and content contribute to the power, persuasiveness, or beauty of a text.
  • W.11-12.4 Produce clear, coherent writing whose development, organization, and style fit task, purpose, and audience.
  • W.11-12.5 Strengthen writing by revising, editing, and rewriting, addressing what is most significant for the purpose.
Unit 22Reasoning and Argument
Grades 11–12 · Argument
  • RI.11-12.6 Determine an author's point of view or purpose in a text where the rhetoric is especially effective.
  • RI.11-12.7 Integrate and evaluate multiple sources of information, including quantitative data, to address a question.
  • RI.11-12.8 Delineate and evaluate the reasoning in seminal U.S. texts, including constitutional principles and public advocacy.
  • RI.11-12.9 Analyze foundational U.S. documents such as the Declaration, Preamble, and Bill of Rights for themes and rhetoric.
  • W.11-12.1 Write arguments with precise, knowledgeable claims, counterclaims, valid reasoning, and sufficient evidence.
  • SL.11-12.3 Evaluate a speaker's reasoning, evidence, stance, premises, and links among ideas, noting tone and word choice.
Unit 23Advanced Grammar and Usage
Grades 11–12 · Language
  • L.11-12.1 Understand that usage is a matter of convention that can change and resolve contested usage with references.
  • L.11-12.2 Observe hyphenation conventions and spell correctly when writing.
  • L.11-12.3 Vary syntax for effect and consult references for guidance when reading complex texts.
  • W.11-12.4 Produce writing whose development, organization, and style are appropriate to task, purpose, and audience.
  • W.11-12.5 Plan, revise, edit, and rewrite, focusing on what is most significant for a specific purpose and audience.
Unit 24Capstone: Research, Cite, Defend
Grades 11–12 · Research
  • W.11-12.7 Conduct sustained research projects, narrowing or broadening the inquiry and synthesizing multiple sources.
  • W.11-12.8 Gather authoritative sources, assess their strengths and limitations, avoid overreliance on one source, and cite properly.
  • W.11-12.1 Write arguments that support substantive claims with valid reasoning and relevant, sufficient evidence.
  • SL.11-12.1 Initiate and join collaborative discussions, probe reasoning and evidence, weigh diverse perspectives, synthesize claims, and resolve contradictions.
  • SL.11-12.4 Present information and evidence so listeners can follow the reasoning, addressing alternative perspectives.
  • SL.11-12.5 Make strategic use of digital media in presentations to enhance understanding and add interest.
K–12 · 24 units

Social Studies

Illinois Learning Standards for Social Science (IL SS)

Codes are the Illinois Learning Standards for Social Science (adopted 2016, built on the C3 Framework), coded by strand (IS inquiry skills; CV civics; G geography; EC economics and EC.FL financial literacy; H history) and by grade (K-5), band (6-8, with LC/MdC/MC complexity levels) or 9-12; alignment was made by the course author and is not a certification.

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UnitStandards this unit addresses
Unit 1Me, My Family, My School
Grades K–2 · Civics and History
  • SS.CV.2.K Explain why rules are needed and what they are for at school and elsewhere
  • SS.CV.1.K Describe what people in authority, like teachers and principals, do and are responsible for
  • SS.CV.2.1 Identify rules and explain how they work in different settings in and out of school
  • SS.CV.1.1 Explain that everyone in a community, not only leaders, has an important role
  • SS.IS.6.K-2 Use listening, consensus and voting to make decisions and act together in class
Unit 2Our Community
Grades K–2 · Civics and Economics
  • SS.CV.2.2 Describe how a community works together on shared tasks and assigns roles and responsibilities
  • SS.G.2.2 Name some cultural and environmental features of your own community and compare them with other places
  • SS.EC.1.K Explain that people make choices because they cannot have everything they want
  • SS.EC.1.1 Explain, with examples, that choosing one thing means giving something else up
  • SS.EC.2.1 Describe the skills and knowledge needed to produce particular goods and services
Unit 3Maps and Places
Grades K–2 · Geography
  • SS.G.1.1 Make and read maps and other representations to find the way around a familiar place
  • SS.G.1.2 Construct and interpret maps and graphics of familiar and unfamiliar places
  • SS.G.2.2 Name cultural and environmental features of the local community and compare them with other places
  • SS.G.1.K Explain how weather, climate and other environmental features affect how people live
  • SS.G.2.1 With support, describe how human activities change the cultural and environmental features of places
Unit 4Then and Now, and Our Country
Grades K–2 · History and Civics
  • SS.H.1.K Compare how people lived in the past with how they live today
  • SS.H.1.2 Summarize how the local community has changed over time
  • SS.H.3.2 Explain how documents, objects, pictures and oral accounts can be used to study the past
  • SS.H.2.K Explain what national holidays mean and the people and achievements they honor
  • SS.H.2.1 Describe individuals and groups who brought about important historical change
  • SS.IS.6.K-2 Use listening, consensus and voting to make decisions and act together in class
Unit 5Illinois: Land and People
Grades 3–5 · Geography and History
  • SS.G.1.4 Construct and interpret maps of Illinois and the United States in various media
  • SS.G.2.4 Analyze how the cultural and environmental features of Illinois places change over time
  • SS.G.1.3 Locate major landforms and bodies of water on a map or other representation
  • SS.H.2.4 Use artifacts and primary sources to investigate how people contributed to founding and developing Illinois
  • SS.H.3.4 Explain probable causes and effects of events and developments in Illinois history
Unit 6The First Peoples of North America
Grades 3–5 · History and Geography
  • SS.H.1.4 Explain historical contexts and why groups in the same period held different perspectives
  • SS.G.2.3 Compare how people adapt to and modify their environment in different places
  • SS.H.3.5 Explain likely causes and effects of events and developments in U.S. history
  • SS.H.2.5 Judge how useful a historical source is by its maker, date, origin, audience and purpose
  • SS.IS.3.3-5 Find sources with multiple points of view to help answer essential questions
Unit 7Colonies to a New Nation
Grades 3–5 · U.S. History
  • SS.H.3.5 Explain likely causes and effects of events and developments in U.S. history
  • SS.H.1.5 Build and use a timeline of related events to compare developments of the same period
  • SS.CV.2.5 Examine where rules, laws and key U.S. constitutional provisions come from and why
  • SS.CV.3.5 Compare the origins, functions and structure of different systems of government
  • SS.H.1.4 Explain historical contexts and why groups in the same period held different perspectives
  • SS.G.1.5 Investigate how the cultural and environmental characteristics of U.S. places change over time
Unit 8Government: Local, State, National
Grades 3–5 · Civics
  • SS.CV.1.4 Distinguish the powers and responsibilities of local, state and national government officials
  • SS.CV.2.4 Explain how democracy depends on responsible participation and how individuals should take part
  • SS.CV.3.4 Identify civic virtues and democratic principles that guide Illinois and the nation
  • SS.CV.4.4 Explain how rules and laws change society and how people change laws in Illinois
  • SS.CV.4.5 Explain how policies are developed to address public problems
  • SS.IS.7.3-5 Identify local problems and some of the ways people are working to address them
Unit 9Money, Markets and Regions
Grades 3–5 · Economics and Geography
  • SS.EC.1.5 Analyze why and how individuals, businesses and nations specialize and trade
  • SS.EC.2.4 Describe how goods and services are made using human, natural and capital resources
  • SS.EC.3.5 Determine how government pays for the goods and services it provides
  • SS.G.2.5 Describe how people have used natural resources across the United States
  • SS.G.1.5 Investigate how the cultural and environmental characteristics of U.S. places change over time
Unit 10The First Civilizations
Grades 6–8 · World History
  • SS.H.1.6-8.LC Classify historical events and developments as examples of change or continuity
  • SS.H.3.6-8.LC Classify the kinds of historical sources used in secondary interpretations
  • SS.H.3.6-8.MdC Detect possible gaps in the historical record from different kinds of sources
  • SS.G.2.6-8.LC Explain how humans and their environment affect one another
  • SS.H.4.6-8.LC Explain multiple causes and effects of historical events
Unit 11Classical Worlds
Grades 6–8 · World History
  • SS.H.1.6-8.MdC Analyze connections among events and developments within broader historical contexts
  • SS.H.2.6-8.MdC Analyze the many factors that shaped people's perspectives in different eras
  • SS.CV.2.6-8.LC Describe the origins, purposes and impact of constitutions, laws and treaties
  • SS.G.3.6-8.MdC Explain how transportation and communication changes spread ideas and connect settlements
  • SS.H.4.6-8.LC Explain multiple causes and effects of historical events
Unit 12Faiths, Empires and Exchange
Grades 6–8 · World History
  • SS.H.1.6-8.MdC Analyze connections among events and developments within broader historical contexts
  • SS.G.3.6-8.MdC Explain how transportation and communication changes spread ideas and connect settlements
  • SS.G.4.6-8.LC Identify how cultural and environmental characteristics vary among world regions
  • SS.H.2.6-8.LC Explain how and why people's perspectives have changed over time
  • SS.H.4.6-8.MdC Compare the central arguments of several secondary works on related historical topics
Unit 13Geography of the World
Grades 6–8 · Geography
  • SS.G.1.6-8.LC Use maps, photographs and satellite images to explain links between location and environmental change
  • SS.G.1.6-8.MdC Use mapping and graphing to analyze spatial patterns of environmental and cultural traits
  • SS.G.2.6-8.LC Explain how humans and their environment affect one another
  • SS.G.4.6-8.MC Analyze how the environmental features of places and what they produce shape patterns of world trade
  • SS.G.4.6-8.MdC Explain how global shifts in where people live change the ways land is used
  • SS.G.4.6-8.LC Identify how cultural and environmental characteristics vary among world regions
Unit 14Citizens of Illinois
Grades 6–8 · Civics
  • SS.CV.1.6-8.LC Identify roles citizens play, such as voters, jurors, taxpayers, protesters and officeholders
  • SS.CV.1.6-8.MC Evaluate the powers and responsibilities of citizens, parties, interest groups and the media
  • SS.CV.2.6-8.MdC Explain the origins, functions and structure of government under the U.S. and Illinois constitutions
  • SS.CV.2.6-8.MC Analyze the powers and limits of governments and officials at different levels
  • SS.CV.3.6-8.LC Compare the ways individuals and groups change society, promote the common good and protect rights
  • SS.CV.4.6-8.MdC Analyze ideas in founding documents and explain how they shape the political system
Unit 15World History: Empires and Exchange
Grades 9–10 · 1200–1750
  • SS.H.1.9-12 Evaluate how historical developments were shaped by time, place and broader contexts
  • SS.H.2.9-12 Analyze change and continuity within and across historical eras
  • SS.H.4.9-12 Analyze how people and institutions responded to environmental, scientific and technological changes and challenges
  • SS.H.8.9-12 Analyze key events and contributions through varied perspectives, including underrepresented groups
  • SS.H.11.9-12 Analyze the multiple and complex causes and effects of past events
Unit 16Revolutions and the Modern World
Grades 9–10 · 1750–1914
  • SS.H.3.9-12 Evaluate the methods people and institutions have used to promote change
  • SS.H.7.9-12 Identify the roles of individuals, groups and institutions in struggles for freedom, equality and justice
  • SS.H.4.9-12 Analyze how people and institutions responded to environmental, scientific and technological changes and challenges
  • SS.H.11.9-12 Analyze the multiple and complex causes and effects of past events
  • SS.H.5.9-12 Analyze the factors and context that shaped people's perspectives in different eras
Unit 17The Twentieth-Century World
Grades 9–10 · 1914–Present
  • SS.H.11.9-12 Analyze the multiple and complex causes and effects of past events
  • SS.H.1.9-12 Evaluate how historical developments were shaped by time, place and broader contexts
  • SS.H.7.9-12 Identify the roles of individuals, groups and institutions in struggles for freedom, equality and justice
  • SS.H.2.9-12 Analyze change and continuity within and across historical eras
  • SS.IS.8.9-12 Use interdisciplinary lenses to analyze causes and effects of a local, regional or global concern and identify solutions
Unit 18Human Geography
Grades 9–10 · Geography
  • SS.G.1.9-12 Use maps, satellite images and photographs, ideally from geospatial tools, to explain spatial patterns of human and physical traits
  • SS.G.2.9-12 Use self-collected or existing data sets to reveal spatial patterns at several scales for analysis or civic action
  • SS.G.3.9-12 Analyze and explain how humans affect and interact with the environment, and how it affects them
  • SS.G.4.9-12 Evaluate how political and economic decisions have shaped the cultural and environmental character of places and regions
  • SS.G.8.9-12 Evaluate how short- and long-term climate variability affects migration, settlement patterns, resource use and land use
  • SS.G.6.9-12 Analyze how historical events and the spread of ideas, technologies and cultural practices shaped migration and population distribution
Unit 19Civics: Rights, Power and Participation
Grades 9–10 · Civics
  • SS.CV.1.9-12 Distinguish the rights, roles, powers and responsibilities of individuals and institutions in the political system
  • SS.CV.2.9-12 Evaluate the opportunities and limits of participation in elections and the electoral process
  • SS.CV.3.9-12 Analyze how constitutions, laws and agreements sustain order, justice, equality and liberty
  • SS.CV.4.9-12 Explain how the Constitution created a government whose powers and limits have changed and remain contested
  • SS.CV.5.9-12 Analyze how personal interest and diverse perspectives affect civic dispositions and constitutional rights
  • SS.CV.6.9-12 Describe how parties, media and interest groups both influence and reflect political interests
Unit 20U.S. History: Industry to the Progressive Era
Grades 11–12 · 1865–1920
  • SS.H.4.9-12 Analyze how people and institutions responded to environmental, scientific and technological changes and challenges
  • SS.H.6.9-12 Analyze the concept and pursuit of the American Dream
  • SS.H.7.9-12 Identify the roles of individuals, groups and institutions in struggles for freedom, equality and justice
  • SS.H.8.9-12 Analyze key events and contributions through varied perspectives, including underrepresented groups
  • SS.H.3.9-12 Evaluate the methods people and institutions have used to promote change
Unit 21U.S. History: World Wars and the Cold War
Grades 11–12 · 1920–1973
  • SS.H.11.9-12 Analyze the multiple and complex causes and effects of past events
  • SS.H.1.9-12 Evaluate how historical developments were shaped by time, place and broader contexts
  • SS.H.5.9-12 Analyze the factors and context that shaped people's perspectives in different eras
  • SS.H.8.9-12 Analyze key events and contributions through varied perspectives, including underrepresented groups
  • SS.H.4.9-12 Analyze how people and institutions responded to environmental, scientific and technological changes and challenges
Unit 22U.S. History: Civil Rights to Today
Grades 11–12 · 1954–Present
  • SS.H.3.9-12 Evaluate the methods people and institutions have used to promote change
  • SS.H.7.9-12 Identify the roles of individuals, groups and institutions in struggles for freedom, equality and justice
  • SS.H.8.9-12 Analyze key events and contributions through varied perspectives, including underrepresented groups
  • SS.H.2.9-12 Analyze change and continuity within and across historical eras
  • SS.H.6.9-12 Analyze the concept and pursuit of the American Dream
  • SS.CV.8.9-12 Analyze how individuals use and challenge laws to address public issues
Unit 23Government and Economics
Grades 11–12 · Civics and Economics
  • SS.CV.4.9-12 Explain how the Constitution created a government whose powers and limits have changed and remain contested
  • SS.CV.6.9-12 Describe how parties, media and interest groups both influence and reflect political interests
  • SS.CV.2.9-12 Evaluate the opportunities and limits of participation in elections and the electoral process
  • SS.EC.1.9-12 Analyze how scarcity and incentives shape the choices individuals and groups make about consuming and producing
  • SS.EC.2.9-12 Use marginal benefits and marginal costs to argue for a solution to an economic issue facing a person or community
  • SS.EC.FL.1.9-12 Weigh the costs and benefits of different strategies, such as education and career choices, for increasing income
Unit 24Capstone: Inquiry from the Sources
Grades 11–12 · Inquiry
  • SS.IS.1.9-12 Address essential questions that reflect an enduring issue in the field
  • SS.IS.4.9-12 Gather and evaluate sources by origin, credibility, point of view, context and corroboration
  • SS.IS.6.9-12 Construct and evaluate explanations and arguments using multiple sources and relevant, verified information
  • SS.IS.7.9-12 Present explanations and arguments to a targeted audience in varied settings
  • SS.IS.8.9-12 Use interdisciplinary lenses to analyze a local, regional or global concern and identify solutions to act on
  • SS.H.9.9-12 Analyze the relationship between historical sources and the interpretations built from them
Grades 6–8 · 10 units

U.S. History

Illinois Learning Standards for Social Science, Grades 6-8 (IL SS 6-8)

Codes are the Illinois Learning Standards for Social Science for grades 6-8 (inquiry, civics, economics, geography and history); the suffixes LC, MdC and MC mark less, moderately and more complex expectations. The alignment was made by the course author and is not a certification by any agency.

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UnitStandards this unit addresses
Unit 1Early Encounters
· Beginnings–1650
  • SS.G.2.6-8.MdC Compare and contrast how places and regions differ in their cultures and physical environments
  • SS.G.3.6-8.MdC Explain how changes in transportation and communication link settlements and spread ideas and culture
  • SS.H.4.6-8.LC Explain the several causes behind historical events and the range of effects those events produced
  • SS.H.2.6-8.MdC Examine the many factors that shaped how people saw their world in a given era
  • SS.H.3.6-8.MdC Spot gaps and limits in the historical record by comparing different kinds of sources
Unit 2English Settlement
· 1585–1763
  • SS.G.2.6-8.MdC Compare and contrast how places and regions differ in their cultures and physical environments
  • SS.EC.1.6-8.LC Explain how choices about money and resources affect the welfare of individuals, businesses and society
  • SS.CV.2.6-8.LC Describe where constitutions, laws, treaties and international agreements come from, what they are for, and their effects
  • SS.H.1.6-8.MdC Connect specific events and developments to the wider historical context around them
  • SS.H.2.6-8.MdC Examine the many factors that shaped how people saw their world in a given era
Unit 3A New Nation
· 1763–1791
  • SS.H.4.6-8.LC Explain the several causes behind historical events and the range of effects those events produced
  • SS.CV.4.6-8.MdC Analyze the ideas and principles in the U.S. founding documents and how they shape the political system
  • SS.CV.2.6-8.MdC Explain how government began, what it does and how it is organized, drawing on the U.S. and Illinois constitutions
  • SS.CV.1.6-8.MC Judge the powers and duties of citizens, political parties, interest groups and the news media
  • SS.H.1.6-8.MC Ask questions about individuals and groups to explain why they and their achievements matter historically
  • SS.IS.3.6-8 Identify sources that represent multiple points of view to help organize a research plan
Unit 4The Early Republic
· 1789–1844
  • SS.CV.2.6-8.MC Analyze what governments, officials and bureaucracies at various levels can and cannot do
  • SS.CV.1.6-8.MC Judge the powers and duties of citizens, political parties, interest groups and the news media
  • SS.H.4.6-8.LC Explain the several causes behind historical events and the range of effects those events produced
  • SS.G.3.6-8.MdC Explain how changes in transportation and communication link settlements and spread ideas and culture
  • SS.EC.1.6-8.LC Explain how choices about money and resources affect the welfare of individuals, businesses and society
  • SS.H.1.6-8.LC Sort historical events and developments into examples of change and of continuity
Unit 5Pushing National Boundaries
· 1821–1860
  • SS.G.1.6-8.LC Use maps and other geographic representations to explain how places and regions relate to changes in their environments
  • SS.H.4.6-8.LC Explain the several causes behind historical events and the range of effects those events produced
  • SS.H.2.6-8.LC Explain how and why people's viewpoints have shifted across time
  • SS.CV.3.6-8.LC Compare the methods people and groups use to change society, advance the common good and defend rights
  • SS.CV.2.6-8.LC Describe where constitutions, laws, treaties and international agreements come from, what they are for, and their effects
Unit 6Civil War and Reconstruction
· 1846–1877
  • SS.H.4.6-8.LC Explain the several causes behind historical events and the range of effects those events produced
  • SS.H.1.6-8.MdC Connect specific events and developments to the wider historical context around them
  • SS.CV.2.6-8.LC Describe where constitutions, laws, treaties and international agreements come from, what they are for, and their effects
  • SS.H.2.6-8.MC Analyze how the outlook of source creators shaped what the historical record contains
  • SS.H.4.6-8.MC Organize relevant evidence into a coherent, well-supported argument about the past
  • SS.CV.4.6-8.MdC Analyze the ideas and principles in the U.S. founding documents and how they shape the political system
Unit 7America on the Move
· 1860–1920
  • SS.G.2.6-8.LC Explain the two-way influence between human activity and the natural environment
  • SS.EC.1.6-8.LC Explain how choices about money and resources affect the welfare of individuals, businesses and society
  • SS.CV.1.6-8.MdC Describe how political, civil and economic organizations shape people's lives
  • SS.CV.3.6-8.LC Compare the methods people and groups use to change society, advance the common good and defend rights
  • SS.H.2.6-8.MdC Examine the many factors that shaped how people saw their world in a given era
  • SS.EC.2.6-8.MdC Describe the roles that corporations, non-profits, labor unions and other institutions play in a market economy
Unit 8Twentieth-Century Crises
· 1914–1945
  • SS.H.4.6-8.LC Explain the several causes behind historical events and the range of effects those events produced
  • SS.CV.2.6-8.MC Analyze what governments, officials and bureaucracies at various levels can and cannot do
  • SS.EC.1.6-8.LC Explain how choices about money and resources affect the welfare of individuals, businesses and society
  • SS.H.2.6-8.MC Analyze how the outlook of source creators shaped what the historical record contains
  • SS.CV.1.6-8.LC Identify the roles citizens play, such as voters, jurors, taxpayers, soldiers, protesters and officeholders
Unit 9Postwar America
· 1945–1973
  • SS.CV.3.6-8.LC Compare the methods people and groups use to change society, advance the common good and defend rights
  • SS.CV.2.6-8.LC Describe where constitutions, laws, treaties and international agreements come from, what they are for, and their effects
  • SS.H.1.6-8.MC Ask questions about individuals and groups to explain why they and their achievements matter historically
  • SS.H.4.6-8.LC Explain the several causes behind historical events and the range of effects those events produced
  • SS.H.2.6-8.LC Explain how and why people's viewpoints have shifted across time
  • SS.IS.7.6-8 Evaluate how well arguments and explanations, one's own and others', are built and how credible they are
Unit 10America in a Changing World
· 1969–Present
  • SS.H.1.6-8.LC Sort historical events and developments into examples of change and of continuity
  • SS.CV.2.6-8.MC Analyze what governments, officials and bureaucracies at various levels can and cannot do
  • SS.CV.1.6-8.MC Judge the powers and duties of citizens, political parties, interest groups and the news media
  • SS.H.4.6-8.LC Explain the several causes behind historical events and the range of effects those events produced
  • SS.H.3.6-8.MdC Spot gaps and limits in the historical record by comparing different kinds of sources
  • SS.H.4.6-8.MdC Compare the central arguments that several secondary works make about related historical topics
Grades 9–12 · 8 units

Economics

Illinois Learning Standards for Social Science (Economics and Financial Literacy, 9–12), with the Council for Economic Education Voluntary National Content Standards in Economics (IL SS.EC 9–12 / CEE)

Codes are Illinois 9–12 economics and financial-literacy standards (SS.EC.x.9-12, SS.EC.FL.x.9-12) and CEE Voluntary National Content Standards in Economics, 2nd ed. 2010 (CEE 1–20); alignment was made by the course author and is not a certification by either body.

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UnitStandards this unit addresses
Unit 1Scarcity, Choice and Opportunity Cost
Grades 9–10 · Foundations
  • SS.EC.1.9-12 Analyze how incentives drive choices that can yield policies whose costs and benefits fall unevenly on different groups
  • SS.EC.2.9-12 Use marginal benefits and marginal costs to build an argument for or against a solution to an economic issue
  • CEE 1 Productive resources are limited, so people cannot have everything and must choose some things and give up others
  • CEE 2 Good decisions compare the additional costs and benefits of alternatives, since most choices are a little more or less
  • CEE 3 Goods and services can be allocated by different methods, and people must choose which methods to use
  • SS.EC.FL.1.9-12 Weigh the costs and benefits of different strategies, such as education and career choices, for increasing income
Unit 2Supply, Demand and the Market
Grades 9–10 · Markets
  • SS.EC.3.9-12 Analyze how incentives shape what a market system produces and how goods are distributed
  • CEE 4 People usually respond predictably to positive and negative incentives
  • CEE 7 Markets form where buyers and sellers interact, setting prices that allocate scarce goods and services
  • CEE 8 Prices signal and give incentives to buyers and sellers; when supply or demand shifts, prices adjust
Unit 3Prices, Controls and Market Failure
Grades 9–10 · Markets
  • SS.EC.4.9-12 Use costs and benefits to evaluate how well government policies improve market outcomes
  • CEE 8 Prices send signals and incentives to buyers and sellers, so blocking price adjustment distorts those incentives
  • CEE 16 Government has an economic role where a policy's benefits exceed its costs, such as public goods and externalities
  • CEE 17 Government policies sometimes cost more than they deliver, owing to voter, official and special-interest incentives
  • CEE 10 Institutions, including clearly defined and enforced property rights, are essential to a market economy
Unit 4Competition, Firms and Market Structure
Grades 9–10 · Firms
  • SS.EC.3.9-12 Analyze how incentives shape what a market system produces and how goods are distributed
  • CEE 9 Competition among sellers usually lowers costs and prices and pushes producers to make what consumers want
  • CEE 14 Entrepreneurs take risks to organize resources and bring new products and production methods to market
  • CEE 10 Institutions such as corporations, banks, labor unions and legal systems help people and groups reach their goals
  • CEE 13 Most people's income depends on the market value of the productive resources, including labor, they sell
Unit 5Measuring the Economy
Grades 11–12 · Macroeconomics
  • CEE 15 Investment in capital, technology and people's health, education and training drives growth and future living standards
  • CEE 19 Unemployment and inflation both impose costs; unemployment rises in recessions and falls in recoveries
  • CEE 11 The money supply affects the overall price level, and inflation is a rising price level that erodes money's value
Unit 6The Business Cycle and Fiscal Policy
Grades 11–12 · Macroeconomics
  • SS.EC.2.9-12 Use marginal benefits and marginal costs to build an argument for or against a solution to an economic issue
  • CEE 18 Fluctuations in national income, employment and prices arise from the spending and production decisions of all sectors
  • CEE 20 Federal budget policy and Federal Reserve monetary policy influence overall employment, output and prices
  • CEE 17 Government policies sometimes cost more than they deliver, owing to political incentives and special interests
Unit 7Money, Banking and the Federal Reserve
Grades 11–12 · Money and Banking
  • CEE 11 Money makes it easier to trade, borrow, save, invest and compare values, and its quantity affects prices
  • CEE 12 Inflation-adjusted interest rates rise and fall to balance saving with borrowing, allocating resources across time
  • CEE 20 Federal Reserve monetary policy and federal budget policy influence overall employment, output and prices
  • SS.EC.FL.2.9-12 Weigh the costs and benefits of different forms of credit and the effect of interest
  • SS.EC.FL.3.9-12 Compare saving and investment options by expected return and risk
Unit 8Trade, Taxes and the World Economy
Grades 11–12 · The World Economy
  • SS.EC.4.9-12 Use costs and benefits to evaluate how well government policies improve market outcomes
  • SS.EC.1.9-12 Analyze how incentives drive choices that can yield policies whose costs and benefits fall unevenly on different groups
  • CEE 5 Voluntary exchange happens only when all parties expect to gain, whether within a nation or across borders
  • CEE 6 When people, regions and nations specialize in lowest-cost production and trade, production and consumption rise
  • CEE 16 Government has an economic role where benefits exceed costs, and its taxes and policies affect people's incomes
Grades 9–12 · 12 units

World Religions

Illinois Learning Standards for Social Science (Inquiry, History and Civics, 9–12), with the Common Core State Standards for Literacy in History/Social Studies (grades 9–10 and 11–12) and the teaching-about-religion principles of the First Amendment Center and the American Academy of Religion (IL SS 9–12 / CCSS RH-WHST / Teaching About Religion)

Codes are Illinois 9–12 social science standards (SS.IS, SS.H, SS.CV), Common Core literacy standards for history/social studies and technical writing (RH, WHST), and principles from the AAR Guidelines (2010); alignment was made by the course author and is not a certification by any of these bodies. Citations marked "Teaching About Religion" name one of the six principles in the First Amendment Center's "A Teacher's Guide to Religion in the Public Schools" (academic not devotional; awareness not acceptance; study about not practice; expose not impose; educate about, never promote or denigrate; inform not conform), the consensus the American Academy of Religion's 2010 Guidelines for Teaching About Religion in K–12 Public Schools build on.

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UnitStandards this unit addresses
Unit 1How to Read a Sacred Text
Grades 9–10 · Method
  • SS.IS.4.9-12 Gather and evaluate sources by origin, credibility, point of view, context and corroboration
  • SS.H.9.9-12 Analyze the relationship between historical sources and the interpretations built from them
  • RH.9-10.4 Work out the meaning of words and phrases as used in a text, including specialized vocabulary
  • RH.9-10.6 Compare how two or more authors treat the same topic, including what each emphasizes
  • Teaching About Religion · academic not devotional Study religion as an academic subject that describes beliefs and practices without leading worship
Unit 2The Biblical Lens I: The Hebrew Bible
Grades 9–10 · Texts
  • SS.H.1.9-12 Evaluate how historical developments were shaped by time, place and broader contexts
  • RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, noting date and origin
  • RH.9-10.2 Determine a source's central ideas and give an accurate summary of how key ideas develop
  • RH.9-10.6 Compare how two or more authors treat the same topic, including what each emphasizes
  • Teaching About Religion · aware not accepting Build students' understanding of religions without pressing them to accept any one
Unit 3The Biblical Lens II: The New Testament
Grades 9–10 · Texts
  • SS.H.1.9-12 Evaluate how historical developments were shaped by time, place and broader contexts
  • SS.H.2.9-12 Analyze change and continuity within and across historical eras
  • RH.9-10.2 Determine a source's central ideas and give an accurate summary of how key ideas develop
  • RH.9-10.9 Compare and contrast how several primary and secondary sources treat the same topic
  • Teaching About Religion · study not practice Teach about religious practices without having students take part in them
Unit 4Judaism: Torah, Talmud and a People
Grades 9–10 · Traditions
  • SS.H.2.9-12 Analyze change and continuity within and across historical eras
  • SS.H.5.9-12 Analyze the factors and context that shaped people's perspectives in different eras
  • SS.H.8.9-12 Analyze key events and contributions through varied perspectives, including those of underrepresented groups
  • RH.9-10.2 Determine a source's central ideas and give an accurate summary of how key ideas develop
  • Teaching About Religion · educate not promote or denigrate Present every tradition fairly, neither advancing nor disparaging religion
  • SS.G.6.9-12 Analyze how historical events and the spread of ideas, technologies and cultural practices shaped migration and population distribution
Unit 5Islam: The Qur'an and the Five Pillars
Grades 9–10 · Traditions
  • SS.H.1.9-12 Evaluate how historical developments were shaped by time, place and broader contexts
  • SS.H.4.9-12 Analyze how people and institutions responded to scientific, technological and environmental challenges
  • RH.9-10.2 Determine a source's central ideas and give an accurate summary of how key ideas develop
  • RH.9-10.4 Work out the meaning of words and phrases as used in a text, including specialized vocabulary
  • Teaching About Religion · expose not impose Introduce a range of religious views without imposing any particular one
  • SS.G.6.9-12 Analyze how historical events and the spread of ideas, technologies and cultural practices shaped migration and population distribution
Unit 6Hinduism: Dharma, Karma and the Gita
Grades 9–10 · Traditions
  • SS.H.3.9-12 Evaluate the methods people and institutions have used to promote change
  • SS.H.5.9-12 Analyze the factors and context that shaped people's perspectives in different eras
  • RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, noting date and origin
  • RH.9-10.2 Determine a source's central ideas and give an accurate summary of how key ideas develop
  • RH.9-10.4 Work out the meaning of words and phrases as used in a text, including specialized vocabulary
  • Teaching About Religion · inform not conform Inform students about beliefs without asking them to conform to any
Unit 7Buddhism: The Four Noble Truths
Grades 11–12 · Traditions
  • SS.H.1.9-12 Evaluate how historical developments were shaped by time, place and broader contexts
  • SS.H.2.9-12 Analyze change and continuity within and across historical eras
  • RH.11-12.1 Cite strong textual evidence, linking details to an understanding of the text as a whole
  • RH.11-12.2 Determine a source's central ideas and summarize how they relate to one another
  • Teaching About Religion · study not practice Teach about religious practices without having students take part in them
  • SS.G.6.9-12 Analyze how historical events and the spread of ideas, technologies and cultural practices shaped migration and population distribution
Unit 8Confucianism and Daoism
Grades 11–12 · Traditions
  • SS.H.1.9-12 Evaluate how historical developments were shaped by time, place and broader contexts
  • SS.H.5.9-12 Analyze the factors and context that shaped people's perspectives in different eras
  • RH.11-12.2 Determine a source's central ideas and summarize how they relate to one another
  • RH.11-12.4 Determine the meaning of words in a text, including how an author develops a key term over the text
  • Teaching About Religion · aware not accepting Build students' understanding of religions without pressing them to accept any one
Unit 9Sikhism, Jainism, and the Traditions of Africa and the Americas
Grades 11–12 · Traditions
  • SS.IS.4.9-12 Gather and evaluate sources by origin, credibility, point of view, context and corroboration
  • SS.H.8.9-12 Analyze key events and contributions through varied perspectives, including those of underrepresented groups
  • RH.11-12.2 Determine a source's central ideas and summarize how they relate to one another
  • RH.11-12.7 Integrate and evaluate information from multiple sources presented in diverse formats and media
  • Teaching About Religion · educate not promote or denigrate Present every tradition fairly, neither advancing nor disparaging religion
  • SS.G.6.9-12 Analyze how historical events and the spread of ideas, technologies and cultural practices shaped migration and population distribution
Unit 10Religion and the World
Grades 11–12 · Religion in Society
  • SS.CV.4.9-12 Explain how the Constitution set up a government whose powers and limits have changed and remain contested
  • SS.CV.5.9-12 Analyze how personal interest and diverse perspectives affect civic dispositions and constitutional and human rights
  • SS.H.4.9-12 Analyze how people and institutions responded to scientific, technological and environmental challenges
  • SS.H.7.9-12 Identify the roles of individuals, groups and institutions in struggles for freedom, equality and justice
  • SS.H.11.9-12 Analyze the multiple and complex causes and effects of past events
  • RH.11-12.9 Integrate information from diverse sources into a coherent understanding, noting where they disagree
Unit 11One Question, Many Lenses
Grades 11–12 · Comparative
  • SS.IS.1.9-12 Take up essential questions that reflect an enduring issue in the field
  • RH.11-12.1 Cite strong textual evidence, linking details to an understanding of the text as a whole
  • RH.11-12.6 Evaluate authors' differing points of view on the same issue by weighing their claims, reasoning and evidence
  • RH.11-12.9 Integrate information from diverse sources into a coherent understanding, noting where they disagree
  • WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection and research
  • Teaching About Religion · expose not impose Introduce a range of religious views without imposing any particular one
Unit 12Capstone: The Sources Speak
Grades 11–12 · Capstone
  • SS.IS.4.9-12 Gather and evaluate sources by origin, credibility, point of view, context and corroboration
  • SS.IS.6.9-12 Build and evaluate explanations and arguments that draw on multiple sources and verified information
  • SS.IS.7.9-12 Present explanations and arguments to a chosen audience in varied settings and media
  • WHST.11-12.1 Write arguments with precise claims, fairly developed counterclaims and well-chosen evidence
  • WHST.11-12.7 Carry out short and sustained research projects that answer a question by synthesizing multiple sources
  • WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection and research
  • RH.11-12.8 Evaluate an author's premises, claims and evidence by corroborating or challenging them with other sources
K–12 · 20 units

Spanish

ACTFL World-Readiness Standards for Learning Languages (ACTFL)

Codes name the five goal areas (Communication, Cultures, Connections, Comparisons, Communities) and their eleven standards as ACTFL numbers them (1.1–5.2), with the ACTFL proficiency range each unit targets; the alignment is the course author's judgment, not an ACTFL certification.

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UnitStandards this unit addresses
Unit 1Sounds of Spanish
Grades K–2 · Sounds
  • ACTFL 1.2 Interpretive mode: recognize and decode spoken and written Spanish sounds, syllables and first words at Novice Low.
  • ACTFL 1.3 Presentational mode: say and sing memorized words and short phrases (hola, adiós, the alphabet song) at Novice Low.
  • ACTFL 4.1 Compare the Spanish sound and spelling system (one vowel sound each, silent h, ñ, rr) with English.
Unit 2Colors and Numbers
Grades K–2 · Numbers
  • ACTFL 1.1 Interpersonal mode: ask and answer ¿cuántos? and ¿de qué color es? with single words and short phrases at Novice Low/Mid.
  • ACTFL 1.2 Interpretive mode: understand numbers and color words in songs, games and pictures.
  • ACTFL 3.1 Connect to math and art by counting objects and mixing and naming colors in Spanish.
  • ACTFL 4.1 Notice that the color word follows the noun in Spanish, unlike English word order.
Unit 3El and La: Naming Things
Grades K–2 · Nouns
  • ACTFL 1.1 Interpersonal mode: point, ask ¿Qué es? and name family members, pets and classroom objects at Novice Low/Mid.
  • ACTFL 1.3 Presentational mode: present one's family with simple sentences such as Esta es mi mamá.
  • ACTFL 4.1 Compare Spanish noun gender and articles (el, la, un, una) with English, which has none.
Unit 4One and Many, Big and Little
Grades K–2 · Describing
  • ACTFL 1.1 Interpersonal mode: exchange simple descriptions and opposites (grande/pequeño, feliz/triste) with a partner.
  • ACTFL 1.3 Presentational mode: describe things with matching plural and adjective forms (los perros grandes) at Novice Mid.
  • ACTFL 4.1 Compare how Spanish marks plurals and adjective agreement on more than one word with English patterns.
Unit 5A Whole Thought in Spanish
Grades 3–5 · Sentences
  • ACTFL 1.1 Interpersonal mode: ask and answer yes/no questions and state likes with me gusta / no me gusta at Novice Mid.
  • ACTFL 1.3 Presentational mode: produce whole sentences with a subject and a conjugated -ar verb.
  • ACTFL 4.1 Compare Spanish verb endings that show the subject, and the ¿ mark, with English question and sentence patterns.
Unit 6Soy and Estoy
Grades 3–5 · Two Kinds of Am
  • ACTFL 1.1 Interpersonal mode: exchange feelings, location and origin using ¿Cómo estás? and Soy de… at Novice Mid.
  • ACTFL 1.3 Presentational mode: describe oneself and a friend with ser (traits, nationality) and estar (feelings, place).
  • ACTFL 4.1 Compare Spanish's two verbs for to be with English's single verb.
Unit 7Who, Where, When, Why
Grades 3–5 · Questions
  • ACTFL 1.1 Interpersonal mode: interview a classmate with question words and answer in full sentences at Novice Mid.
  • ACTFL 1.2 Interpretive mode: listen for the question word to understand what information is being asked for.
  • ACTFL 2.1 Use courtesy expressions (por favor, gracias, perdón) and relate these everyday practices to the cultural values behind them.
  • ACTFL 4.1 Compare the written accent on question words and ¿por qué? versus porque with English.
Unit 8First, Then, Last: Telling a Day
Grades 3–5 · Sequencing
  • ACTFL 1.1 Interpersonal mode: tell a partner about one's daily routine, days and times using sequence words.
  • ACTFL 1.3 Presentational mode: write and read aloud a short sequenced story or comic strip of four to six sentences at Novice Mid.
  • ACTFL 3.1 Connect to ELA by applying beginning-middle-end structure and connectors to a Spanish narrative.
  • ACTFL 4.1 Compare how Spanish tells time (Es la una, Son las tres) with English patterns.
Unit 9Greetings and Introductions
Grades 6–8 · Meeting People
  • ACTFL 1.1 Interpersonal mode: greet, introduce, spell one's name and ask ¿De dónde eres? at Novice Mid/High.
  • ACTFL 2.1 Relate greeting customs, tú/usted choices and the two-surname naming practice to the perspectives on respect and family behind them.
  • ACTFL 4.1 Compare letter names and accent marks that change meaning (papá/papa) with English spelling.
  • ACTFL 4.2 Compare formal and informal address and greeting customs with those of one's own culture.
Unit 10Numbers, Time and Dates
Grades 6–8 · Numbers and Time
  • ACTFL 1.1 Interpersonal mode: exchange ages, prices, phone numbers, times and dates at Novice Mid/High.
  • ACTFL 1.2 Interpretive mode: understand spoken numbers, clock times and day-first dates.
  • ACTFL 2.1 Relate how holidays such as Día de los Muertos and Mexican Independence Day are celebrated to the perspectives they express.
  • ACTFL 3.1 Connect to math by doing arithmetic aloud in Spanish (más, menos, son).
  • ACTFL 4.1 Compare Spanish conventions (day-first dates, lowercase months, tener for age) with English.
Unit 11The Classroom: Nouns and Articles
Grades 6–8 · Nouns
  • ACTFL 1.1 Interpersonal mode: manage classroom talk, ask for help (¿Cómo se dice? ¿Puede repetir?) and say what one needs at Novice Mid/High.
  • ACTFL 1.2 Interpretive mode: understand classroom commands and questions about what is in a place.
  • ACTFL 4.1 Compare noun gender and number patterns, including Greek -ma words and exceptions, with English.
Unit 12Ser, Estar and Describing People
Grades 6–8 · Description
  • ACTFL 1.1 Interpersonal mode: compare people and things using más/menos… que in conversation.
  • ACTFL 1.3 Presentational mode: describe a family member or famous person in appearance and personality at Novice High.
  • ACTFL 4.1 Compare ser/estar meaning shifts and adjective placement and agreement with English usage.
Unit 13The Present Tense
Grades 9–10 · Present Tense
  • ACTFL 1.1 Interpersonal mode: discuss habits, routines and weekend plans (ir a + infinitive) at Intermediate Low.
  • ACTFL 1.3 Presentational mode: narrate present activities with regular and yo-irregular verbs in connected sentences.
  • ACTFL 4.1 Compare Spanish subject-pronoun dropping, vosotros/ustedes and saber versus conocer with English.
Unit 14Tener, Gustar and Stem Changes
Grades 9–10 · Verb Patterns
  • ACTFL 1.1 Interpersonal mode: express and respond to likes, needs and feelings (gustar family, tener expressions) at Intermediate Low.
  • ACTFL 1.3 Presentational mode: present food, music and hobby preferences with correct gustar agreement.
  • ACTFL 4.1 Compare gustar's reversed subject structure and tener idioms (tengo hambre) with English phrasing.
Unit 15The Preterite: What Happened
Grades 9–10 · Past Tense
  • ACTFL 1.1 Interpersonal mode: ask and answer what happened using regular and irregular preterite forms.
  • ACTFL 1.2 Interpretive mode: identify past-time markers and preterite forms in short texts.
  • ACTFL 1.3 Presentational mode: recount completed past events (yesterday, last week) using the preterite at Intermediate Low.
  • ACTFL 4.1 Compare Spanish preterite endings, accents and spelling changes with the English simple past.
Unit 16The Imperfect and Telling a Story
Grades 9–10 · Narration
  • ACTFL 1.2 Interpretive mode: follow a fable or legend such as La Llorona and distinguish background from plot events.
  • ACTFL 1.3 Presentational mode: narrate childhood memories and retell a story combining preterite and imperfect at Intermediate Low.
  • ACTFL 2.2 Relate legends such as La Llorona, as cultural products, to the values and perspectives they convey.
  • ACTFL 4.1 Compare Spanish aspect (imperfect versus preterite) with English ways of expressing past time.
Unit 17Pronouns, Reflexives and Commands
Grades 11–12 · Pronouns
  • ACTFL 1.1 Interpersonal mode: give and follow directions, instructions and requests with commands and pronouns at Intermediate Mid.
  • ACTFL 1.3 Presentational mode: present a recipe or set of directions and describe a daily routine with reflexive verbs.
  • ACTFL 2.1 Choose tú, usted or ustedes commands to match social practices of politeness and the respect they reflect.
  • ACTFL 4.1 Compare object-pronoun placement, reflexives and command forms with English structures.
Unit 18The Subjunctive
Grades 11–12 · Mood
  • ACTFL 1.1 Interpersonal mode: express wishes, doubts, emotions and recommendations and respond to others' views at Intermediate Mid.
  • ACTFL 1.2 Interpretive mode: recognize mood cues (dudo que, creo que, ojalá) to interpret a speaker's stance.
  • ACTFL 1.3 Presentational mode: write opinions and hypotheticals using subjunctive, conditional and si clauses.
  • ACTFL 4.1 Compare the Spanish subjunctive mood with the limited traces of it in English.
Unit 19The Spanish-Speaking World and Register
Grades 11–12 · Cultures
  • ACTFL 1.2 Interpretive mode: read authentic texts such as signs, menus and headlines at Intermediate Mid.
  • ACTFL 1.3 Presentational mode: write a formal letter or email and an informal message in the appropriate register.
  • ACTFL 2.1 Understand register practices (tú, usted, vos) in speaking with elders, teachers and employers.
  • ACTFL 4.1 Compare Spanish and English vocabulary, including false friends (embarazada, éxito) and borrowed words such as chocolate and huracán.
  • ACTFL 4.2 Compare expectations of formal and informal address in Spanish-speaking cultures with those of one's own culture.
  • ACTFL 5.1 Identify Spanish-speaking communities in the United States and Illinois as places to use Spanish beyond the classroom.
Unit 20Capstone: Present and Defend
Grades 11–12 · Capstone
  • ACTFL 1.1 Interpersonal mode: answer questions and politely defend a position in a spontaneous exchange.
  • ACTFL 1.2 Interpretive mode: read and interpret a longer authentic passage across tenses and moods.
  • ACTFL 1.3 Presentational mode: deliver an organized, evidence-based talk on the Spanish-speaking world from notes at Intermediate Mid.
  • ACTFL 3.2 Access and evaluate Spanish-language sources to gain diverse perspectives on a topic about the Spanish-speaking world.
  • ACTFL 5.2 Reflect on progress, self-correct and set goals for continued use of Spanish for enjoyment and growth.
K–12 · 20 units

Family & Consumer Sciences

National Standards for Family and Consumer Sciences Education 3.0 (NASAFACS), with Illinois Learning Standards for the K-5 units (FCS / IL)

FCS codes are NASAFACS area-of-study content standards (FCS 8.2 = food safety and sanitation procedures), which are not grade-banded; K-5 units add Illinois Goal 22 health benchmarks (1 = early, 2 = late elementary) and Common Core math as adopted by Illinois. Alignment is the course author's judgment, not a certification.

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UnitStandards this unit addresses
Unit 1Clean Hands
Grades K–2 · Health and Safety
  • FCS 8.2 Practice basic sanitation procedures, beginning with proper hand washing.
  • FCS 14.4 Recognize how clean hands and surfaces help keep food safe to eat.
  • IL 22.A.1b Identify ways to promote health and prevent illness, such as hand washing and cleanliness.
Unit 2Hot, Cold and Sharp
Grades K–2 · Kitchen Safety
  • FCS 8.2 Follow basic food safety practices, such as keeping cold foods cold and hot foods hot.
  • FCS 8.3 Use simple kitchen tools, including sharp ones, safely and put them away properly.
  • IL 22.A.1c Identify dangerous situations and the safety methods that reduce the risk of harm.
Unit 3Everyday Food and Sometimes Food
Grades K–2 · Nutrition
  • FCS 14.2 Recognize what foods the body needs to grow and stay healthy.
  • FCS 14.1 Identify what influences the food choices people make and how often they eat foods.
  • IL 22.A.1b Identify ways to promote health and prevent illness, including healthy eating practices.
Unit 4A Job Done to the End
Grades K–2 · Responsibility
  • FCS 13.5 Show teamwork by taking responsibility for your part of a shared job.
  • FCS 1.2 Practice work-readiness habits such as following steps and finishing a task, including clean-up.
  • FCS 2.1 Use time and materials responsibly and return them so a job is fully done.
Unit 5Measure It Right
Grades 3–5 · Food Preparation
  • FCS 8.5 Measure ingredients accurately, spooning and levelling, as part of following a recipe.
  • FCS 14.3 Handle and prepare foods correctly by reading and following simple recipes.
  • 3.MD.A.2 Measure and estimate liquid volumes and masses using standard units such as liters, grams and kilograms.
Unit 6The Needle and the Button
Grades 3–5 · Textiles
  • FCS 16.4 Use basic hand-sewing skills to repair an item, such as sewing on a button.
  • FCS 16.3 Practice simple textile construction skills, choosing a stitch by what the seam must survive.
Unit 7Money and Choices
Grades 3–5 · Consumer Skills
  • FCS 2.6 Make simple money decisions, such as comparing prices before spending.
  • FCS 2.1 Manage resources like money by weighing choices between goods.
  • FCS 2.5 Explore how consumer choices connect to prices and the wider economic system.
  • 4.MD.A.2 Use the four operations to solve word problems involving money and other measurements.
Unit 8Plan It, Cook It, Clean It Up
Grades 3–5 · Food Preparation
  • FCS 8.2 Keep hands, food and work areas clean before, during and after cooking.
  • FCS 8.5 Prepare a simple food by following the steps of a recipe in order.
  • FCS 14.3 Plan, acquire and prepare a simple food that meets a nutrition need.
  • FCS 13.5 Work as a team to plan, cook and clean up a meal.
  • IL 22.A.2c Describe and compare safety methods that reduce risks in dangerous situations, such as around heat.
Unit 9Kitchen Safety and Sanitation
Grades 6–8 · Food Safety
  • FCS 8.2 Demonstrate food safety and sanitation procedures such as handwashing, avoiding cross-contamination and safe temperatures.
  • FCS 14.4 Evaluate the factors that affect food safety from production through consumption.
  • FCS 9.2 Apply risk-management procedures to food safety, food testing and sanitation.
  • FCS 8.3 Select, use and maintain food production equipment safely according to industry standards.
Unit 10Knife Skills
Grades 6–8 · Food Preparation
  • FCS 8.3 Select, use and maintain food production tools and equipment, such as knives, to industry standards.
  • FCS 8.5 Demonstrate professional food preparation methods and techniques, such as standard knife cuts, to produce food products.
  • FCS 8.2 Follow food safety and sanitation procedures while handling tools and food.
Unit 11Measuring and Reading a Recipe
Grades 6–8 · Food Preparation
  • FCS 8.5 Use professional food preparation techniques, including accurate measuring and mise en place, to follow a recipe.
  • FCS 8.4 Apply menu-planning principles based on standardized recipes, including measurement equivalents and scaling recipes up or down.
  • FCS 14.3 Acquire, handle and use foods to meet the nutrition and wellness needs of individuals and families.
Unit 12Hand Sewing
Grades 6–8 · Textiles
  • FCS 16.4 Demonstrate the skills needed to produce, alter or repair apparel and textile products, such as mending seams.
  • FCS 16.3 Demonstrate basic fashion, apparel and textile design and construction skills, such as choosing stitches.
Unit 13The Sewing Machine
Grades 9–10 · Textiles
  • FCS 16.4 Produce, alter or repair textile products using appropriate equipment, such as a sewing machine, and techniques.
  • FCS 16.3 Apply apparel and textile design skills in a constructed product.
  • FCS 1.2 Demonstrate transferable and employability skills, such as safe equipment use and following procedures.
Unit 14Fabric, Fibers and Patterns
Grades 9–10 · Textiles
  • FCS 16.2 Evaluate fibers, fabrics and textile products for their properties, care and uses.
  • FCS 16.3 Demonstrate apparel and textile design skills, applied here to grain, bias and pattern layout.
  • FCS 16.4 Apply construction skills to cut and produce a textile product from a pattern.
Unit 15Cooking Methods and Heat
Grades 9–10 · Food Preparation
  • FCS 8.5 Demonstrate professional cooking methods and techniques, such as dry-heat and moist-heat cooking, across menu categories.
  • FCS 8.3 Use and maintain cooking equipment safely and to industry standards.
  • FCS 14.3 Handle and prepare foods in ways that meet nutrition and wellness needs.
  • FCS 8.2 Apply food safety practices, including cooking foods to safe internal temperatures.
Unit 16Nutrition and Meal Planning
Grades 9–10 · Nutrition
  • FCS 14.2 Evaluate the nutritional needs of individuals and families in relation to health across the life span.
  • FCS 14.3 Acquire, handle and use foods to meet nutrition and wellness needs, including planning meals on a budget.
  • FCS 14.1 Analyze factors that influence nutrition and wellness practices across the life span.
  • FCS 8.4 Apply menu-planning principles and techniques to meet the needs of those being served.
  • FCS 9.3 Evaluate nutrition principles, food plans and food preparation techniques.
Unit 17Food Science: What Happens When You Cook
Grades 11–12 · Food Science
  • FCS 9.3 Evaluate nutrition principles and food preparation techniques through the science behind them.
  • FCS 14.5 Evaluate how science and technology influence food composition, safety and related issues.
  • FCS 8.5 Apply food preparation techniques with an understanding of how ingredients react during cooking.
  • FCS 9.2 Apply risk-management procedures to food safety and food testing, such as controlled kitchen experiments.
Unit 18Child Development and Care
Grades 11–12 · Human Development
  • FCS 12.1 Analyze principles of human growth and development across the life span.
  • FCS 12.2 Analyze conditions that influence human growth and development, including in early childhood.
  • FCS 4.4 Demonstrate a safe and healthy environment for children in one's care.
  • FCS 15.2 Evaluate parenting and caregiving practices that maximize children's growth and development.
  • FCS 4.5 Demonstrate techniques for positive, collaborative relationships with children, such as guidance instead of punishment.
Unit 19Independent Living and Money
Grades 11–12 · Consumer Economics
  • FCS 2.6 Demonstrate management of financial resources, such as budgeting and credit, to meet goals across the life span.
  • FCS 2.1 Demonstrate management of individual and family resources such as food, shelter, transportation and time.
  • FCS 2.5 Analyze relationships between the economic system and consumer actions, such as renting and borrowing.
  • FCS 2.3 Analyze policies that support consumer rights and responsibilities, such as protection from scams and fraud.
Unit 20Capstone: Plan, Cost, Produce
Grades 11–12 · Capstone
  • FCS 8.4 Plan a menu from standardized recipes, including cost, to meet a stated need.
  • FCS 8.5 Produce food products using professional preparation methods and techniques.
  • FCS 16.4 Produce a textile or apparel product, for students who choose the sewn capstone.
  • FCS 2.1 Manage resources such as money, time and materials to complete a project.
  • FCS 13.5 Demonstrate teamwork and leadership skills while carrying out and presenting shared work.
  • FCS 1.2 Demonstrate employability skills such as planning, costing, meeting a timeline and evaluating finished work.