What Missouri Expects.

M Mathematics 50 standards

Grade 7 math is written per grade. Five domains, 50 standards. Taught from Glencoe Mathematics: Applications and Connections, Course 2.

25 covered · 21 partial · 4 not covered

Source: MLS Math Expanded Expectations, Grade 7 · Missouri DESE

Ratios and Proportional Relationships

• Analyze proportional relationships and use them to solve problems
• 7.RP.A.1Compute unit rates, including those that involve complex fractions, with like or different units.PartialU11-1, U11-2Rates are taught; complex-fraction unit rates are not.
• 7.RP.A.2aDetermine when two quantities are in a proportional relationship.CoveredU11-3, U11-4
• 7.RP.A.2bIdentify and/or compute the constant of proportionality (unit rate).PartialU11-2Unit rate is taught, the phrase constant of proportionality is not.
• 7.RP.A.2cExplain what a point (x, y) on the graph of a proportional relationship means in terms of the situation.PartialU14-4Graphing two-variable equations, not read back to a situation.
• 7.RP.A.2dRecognize that the graph of any proportional relationship will pass through the origin.Not coveredNothing in Course 2 says a proportional graph passes through the origin.
• 7.RP.A.3Solve problems involving ratios, rates, percentages and proportional relationships.CoveredU12-1 through U12-9

Number and Sense Operations

• Apply and extend previous understandings of operations to add, subtract, multiply and divide rational numbers.
• 7.NS.A.1aAdd and subtract rational numbers.CoveredU2-1, U5-3, U5-4, U7-4, U7-5
• 7.NS.A.1bRepresent addition and subtraction on a horizontal or vertical number line.PartialU7-1, U7-2Number line is used for ordering, not for modelling the operation.
• 7.NS.A.1cDescribe situations and show that a number and its opposite have a sum of 0 (additive inverses).CoveredU7-1, U7-5
• 7.NS.A.1dUnderstand subtraction of rational numbers as adding the additive inverse.CoveredU7-5
• 7.NS.A.1eDetermine the distance between two rational numbers on the number line is the absolute value of their difference.PartialU7-1Absolute value is introduced; distance as a difference is not.
• 7.NS.A.1fInterpret sums and differences of rational numbers.PartialU7-4, U7-5
• 7.NS.A.2aMultiply and divide rational numbers.CoveredU2-4, U2-7, U5-5, U5-10, U7-7, U7-8
• 7.NS.A.2bDetermine that a number and its reciprocal have a product of 1 (multiplicative inverse).CoveredU5-10
• 7.NS.A.2cUnderstand that every quotient of integers (with non-zero divisor) is a rational number.PartialU7-8
• 7.NS.A.2dConvert a rational number to a decimal.CoveredU4-7
• 7.NS.A.2eUnderstand that all rational numbers can be written as fractions or decimal numbers that terminate or repeat.CoveredU4-7
• 7.NS.A.2fInterpret products and quotients of rational numbers by describing real-world contexts.PartialU5-5, U7-7
• 7.NS.A.3Solve problems involving the four arithmetic operations with rational numbers.CoveredU2, U5, U7

Expressions, Equations and Inequalities

• Use properties of operations to generate equivalent expressions.
• 7.EEI.A.1Apply properties of operations to simplify and to factor linear algebraic expressions with rational coefficients.PartialU1-8, U5-9Properties are taught. Factoring a linear expression is not.
• 7.EEI.A.2Understand how to use equivalent expressions to clarify quantities in a problem.PartialU12-8
• Solve problems using numerical and algebraic expressions and equations.
• 7.EEI.B.3aConvert between equivalent forms of the same number.CoveredU4-7, U11-8, U11-9
• 7.EEI.B.3bAssess the reasonableness of answers using mental computation and estimation strategies.CoveredU1-2, U1-4, U2-3, U2-10, U5-2, U12-3
• 7.EEI.B.4aWrite and/or solve equations of the form x+p = q and px = q in which p and q are rational numbers.CoveredU6-2, U6-3
• 7.EEI.B.4bWrite and/or solve two-step equations of the form px + q = r and p(x + q) = r, where p, q and r are rational numbers, and interpret the meaning of the solution in the context of the problem.CoveredU14-2
• 7.EEI.B.4cWrite, solve and/or graph inequalities of the form px + q > r or px + q < r, where p, q and r are rational numbers.Not coveredInequalities are never taught in Course 2. This is the largest single math gap.

Geometry and Measurement

• Draw and describe geometrical figures and describe the relationships between them.
• 7.GM.A.1Solve problems involving scale drawings of real objects and geometric figures, including computing actual lengths and areas from a scale drawing and reproducing the drawing at a different scale.CoveredU11-4, U11-5
• 7.GM.A.2aDetermine if provided constraints will create a unique triangle through construction.PartialU8-3, U8-4Congruence is taught; constructing to test uniqueness is not.
• 7.GM.A.2bConstruct special quadrilaterals given specific parameters.PartialU8-3Named and classified, not constructed to given parameters.
• 7.GM.A.3Describe two-dimensional cross sections of pyramids, prisms, cones and cylinders.PartialU10-1Drawing 3-D figures, not slicing them.
• 7.GM.A.4aAnalyze the relationships among the circumference, the radius, the diameter, the area and Pi in a circle.CoveredU5-7, U9-8
• 7.GM.A.4bKnow and apply the formulas for circumference and area of circles to solve problems.CoveredU5-7, U9-8
• Apply and extend previous understanding of angle measure, area and volume.
• 7.GM.B.5Use angle properties to write and solve equations for an unknown angle.PartialU8-1Angle pairs are taught; writing an equation for the unknown angle is not.
• 7.GM.B.6aFind the area of triangles, quadrilaterals and other polygons composed of triangles and rectangles.CoveredU6-7, U9-6, U9-7
• 7.GM.B.6bFind the volume and surface area of prisms, pyramids and cylinders.PartialU10-3, U10-4, U10-5, U10-6Prisms and cylinders yes, pyramids no.

Data Analysis, Statistics and Probability

• Use random sampling to draw inferences about a population
• 7.DSP.A.1aUnderstand that a sample is a subset of a population.PartialU3-7Prediction from data, without the sample and population vocabulary.
• 7.DSP.A.1bUnderstand that generalizations from a sample are valid only if the sample is representative of the population.PartialU3-8
• 7.DSP.A.1cUnderstand that random sampling is used to produce representative samples and support valid inferences.Not coveredRandom sampling is never taught.
• 7.DSP.A.2Use data from multiple samples to draw inferences about a population and investigate variability in estimates of the characteristic of interest.Not coveredNo work with multiple samples or variability between them.
• Draw informal comparative inferences about two populations.
• 7.DSP.B.3Analyze different data distributions using statistical measures.CoveredU3-4, U3-5, U3-6
• 7.DSP.B.4Compare the numerical measures of center, measures of frequency and measures of variability from two random samples to draw inferences about the population.PartialU3-3, U3-5Mean, median, mode and range yes. Interquartile range and mean absolute deviation, no.
• Develop, use and evaluate probability models.
• 7.DSP.C.5aDetermine probabilities of simple events.CoveredU4-8, U13-3
• 7.DSP.C.5bUnderstand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring.CoveredU4-8
• 7.DSP.C.6aPredict outcomes using theoretical probability.CoveredU13-3
• 7.DSP.C.6bPerform experiments that model theoretical probability.CoveredU13-3, U13-4
• 7.DSP.C.6cCompare theoretical and experimental probabilities.CoveredU13-3
• 7.DSP.C.7aDevelop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events.PartialU13-3
• 7.DSP.C.7bDevelop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process.PartialU13-5
• 7.DSP.C.8aRepresent the sample space of a compound event.CoveredU13-1, U13-2, U13-6
• 7.DSP.C.8bDesign and use a simulation to generate frequencies for compound events.PartialU13-4

E English Language Arts 40 standards

Grade 7 ELA is written per grade. Four strands, 40 standards. Taught from Glencoe Grammar and Composition, Grade 7.

3 covered · 10 partial · 27 not covered

Source: MLS ELA Standards With Examples, Grade 7 · Missouri DESE

Reading Literary Text

• Evidence/Inference
• 7.RL.1.ADraw conclusions, infer and analyze by citing several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Not coveredNo literature is read in the year plan at all.
• Word Meanings
• 7.RL.1.BDetermine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings using context, affixes, or reference materials.PartialU6-11, U7-8Homophones and idioms touch word meaning. Nothing does it inside a text.
• Text Features
• 7.RL.1.CInterpret visual elements of a text and draw conclusions from them (when applicable).Not covered
• Summarize/Theme
• 7.RL.1.DUsing appropriate text, determine the theme(s) of a text and explain the relationship between the theme(s) and supporting evidence; summarize the text distinct from personal opinions.Not coveredTheme and summary are never taught.
• Structure
• 7.RL.2.AAnalyze how a text's form or overall structure contributes to meaning.Not covered
• Point of View
• 7.RL.2.BAnalyze how an author develops and contrasts the points of view of different characters or narrators in a text.Not covered
• Craft and Meaning
• 7.RL.2.CAnalyze how specific word choices contribute to meaning and tone.Not covered
• Interaction and Meaning
• 7.RL.2.DAnalyze how the setting, characters, and plot of a text affect each other and contribute to meaning.Not coveredSetting, character and plot never appear.
• Text in Forms
• 7.RL.3.ACompare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing how the techniques unique to each medium contribute to meaning.Not covered
• Relationships in Texts
• 7.RL.3.BCompare and contrast a fictional portrayal of a time, place, or character with realistic accounts of the same subject matter.Not covered
• Historical Context
• 7.RL.3.CExplain how characters and settings reflect historical and/or cultural contexts.Not covered
• Comprehension
• 7.RL.3.DRead and comprehend literature, including stories, dramas and poems, independently and proficiently.Not coveredReading literature independently is not on the plan. The NexStudents reading log is outside year-plan.js.

Reading Informational Text

• Evidence/Inference
• 7.RI.1.ADraw conclusions, infer and analyze by citing several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.PartialHistory U10-3, U10-4The History unit on evidence does this work, in History, not English.
• Word Meanings
• 7.RI.1.BDetermine the meaning of words and phrases as they are used in the text, including figurative, connotative, and content-specific meanings using context, affixes, or reference materials.PartialU7-8
• Text Features
• 7.RI.1.CInterpret visual elements of a text including those from different media and draw conclusions from them (when applicable).PartialHistory U2-9, U10-1, U10-2Map reading is the only visual-element work in the year.
• Summarize/Claim
• 7.RI.1.DExplain the central/main idea(s) of a text and explain the relationship between the central idea(s) and supporting evidence; summarize the text distinct from personal opinions.Not coveredMain idea and summary are never taught.
• Structure
• 7.RI.2.AAnalyze how a text's organization or overall structure contributes to meaningNot covered
• Point of View
• 7.RI.2.BAnalyze how an author develops his/her point of view or purpose and distinguishes it from those of others.PartialHistory U10-4
• Craft and Meaning
• 7.RI.2.CAnalyze how word choice contributes to meaning and tone.PartialU2-7, U3-19, U4-9Exact word choice is taught, as a writing move rather than a reading one.
• Argument/Evidence
• 7.RI.2.DEvaluate an author's argument, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.PartialScience U6-1, U6-2Weighing an argument is done in Science, deliberately, and only there.
• Texts/Forms
• 7.RI.3.ACompare and contrast information presented in different mediums and analyze how the techniques unique to each medium contribute to meaning.Not covered
• Relationships/ Texts
• 7.RI.3.BCompare and contrast how two or more authors writing about the same topic make decisions about craft and structure.Not covered
• Historical Context
• 7.RI.3.CExplain how the text reflects historical and/or cultural contexts.CoveredHistory U10-3, U10-4, Science U1-3
• Comprehension
• 7.RI.3.DRead and comprehend informational text independently and proficiently.PartialVideo notesHe reads and takes notes from video this term. Not a year-plan slot.

Writing

• Research
• 7.W.1.A.aConduct research to answer a question; gather relevant sources, print and digital; integrate information using a standard citation system.Not coveredNo research writing anywhere in the year.
• 7.W.1.A.bGather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.Not coveredSource credibility is never taught.
• Development
• 7.W.2.A.aNarrative: Develop narratives including poems about real or imagined experiences, which establish and maintain a consistent point of view, and include clearly identified characters, well-structured event sequences, narrative techniques and relevant, descriptive detailsNot coveredNo narrative writing.
• 7.W.2.A.bExpository: Develop informative/explanatory writing to examine a topic with relevant facts, examples, and details; establish relationships between ideas and supporting evidenceNot coveredNo expository writing.
• 7.W.2.A.cArgumentative: Develop argumentative writing by introducing and supporting a claim with clear reasons and relevant evidence; acknowledging counterclaims; establishing relationships between claims and supporting evidenceNot coveredNo argumentative writing. This is the one 9th grade will assume he has.
• Revise and Edit
• 7.W.3.A.aOrganization and Content: Introduce the topic, maintain a clear focus throughout the text,and provide a conclusion that follows from the text. Add or delete content to clarify meaning.PartialU1-2Good sentences, never a whole piece with an introduction and a conclusion.
• 7.W.3.A.bWord choice, syntax, and style: Choose appropriate precise language for the style, task and audience; convey the relationship among ideas through varied sentence structuresCoveredU1-2, U1-9, U2-7, U3-19, U4-9
• 7.W.3.A.cConventions of standard English and usage: Demonstrate a command of the conventions of standard English grammar and usage, including spelling and punctuationCoveredU1 through U8The whole English course is this one standard.
• 7.W.3.A.dUse effective transitions to clarify relationships and connect ideas, claims and signal time shiftsNot coveredTransitions are never taught.
• 7.W.3.A.eUse technology, including the Internet, to produce, publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sourcesPartialTyping, 11:20 dailyTyping is in the day, publishing and citing is not.

Speaking and Listening

• Conversations
• 7.SL.1.AFollow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.Not covered
• Questioning
• 7.SL.1.BDelineate a speaker’s argument and claims, evaluating reasoning in order to pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.Not covered
• Viewpoints of others
• 7.SL.1.CAcknowledge new information expressed by others including those presented in diverse media and, when warranted, modify their own views.Not covered
• Verbal Delivery
• 7.SL.2.ASpeak clearly, audibly, and to the point, using conventions of language as appropriate to task, purpose and audience when presenting including appropriate volume at an understandable pace.Not coveredNothing in the year asks him to present.
• Nonverbal
• 7.SL.2.BPosition body to face the audience when speaking and makes eye contact with listeners at various intervals using effective gestures to communicate a clear viewpoint.Not covered
• Multimedia
• 7.SL.2.CPlan and deliver appropriate presentations based on the task, audience and purpose including multimedia components in presentations to clarify claims and findings and emphasize significant points.Not covered

S Science 16 standards

Science is one 6-8 band, not a grade. Only the life science strand is scored this year. Taught from Merrill Life Science, 1994.

11 covered · 5 partial · 0 not covered

Source: MLS Science Standards, Grades 6-12 · Missouri DESE

From Molecules to Organisms: Structure and Processes

• Structure and Function
• 6-8.LS1.A.1Provide evidence that Organisms (unicellular and multicellular) are made of cells and that a single cell must carry out all of the basic functions of life.CoveredU2-1, U2-2
• 6-8.LS1.A.2Develop and use a model to describe the function of a cell as a whole and ways parts of the cells contribute to that function.CoveredU2-2, U3-2, U3-3
• 6-8.LS1.A.3Develop an argument supported by evidence for how multicellular Organisms are organized by varying levels of complexity; cells, tissue, organs, organ System.CoveredU2-3
• 6-8.LS1.A.4Present evidence that body System interact to carry out key body functions, including providing nutrients and oxygen to cells, removing carbon dioxide and waste from cells and the body, controlling body motion/activity and coordination, and protecting the body.CoveredU18 through U22Six units of human body systems, more than the standard asks.
• Growth and Development of Organisms
• 6-8.LS1.B.1Construct an explanation for how characteristic animal behaviors as well as specialized plant structures affect the probability of successful reproduction of animals and plants respectively.CoveredU11-3, U17-1, U17-2
• 6-8.LS1.B.2Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of Organisms.PartialU12-2, U5-1
• Organization for Matter and Energy Flow in Organisms
• 6-8.LS1.C.1Construct a scientific explanation based on evidence for the role of photosynthesis and cellular respiration in the cycling of matter and flow of energy into and out of Organisms.CoveredU3-3, U12-1

Ecosystems: Interactions, Energy, and Dynamics

• Interdependent Relationships in Ecosystems
• 6-8.LS2.C.1Analyze and interpret data to provide evidence for the effects of resource availability on individual Organisms and populations of Organisms in an ecosystem.CoveredU26-2, U26-3
• 6-8.LS2.C.2Construct an explanation that predicts the patterns of interactions among and between the biotic and abiotic factors in a given ecosystem.CoveredU26-1, U26-3, U27-1
• Cycles of matter and Energy Transfer in Ecosystems
• 6-8.LS2.B.1Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.PartialU26-2Food chains yes; matter cycling as a model, thinner.
• Ecosystems Dynamics, Functioning and Resilience
• 6-8.LS2.C.1Construct an argument supported by empirical evidence that explains how changes to physical or biological components of an ecosystem affect populations.CoveredU26-4, U27-4, U28-2
• 6-8.LS2.C.2Evaluate benefits and limitations of differing design solutions for maintaining an ecosystem.CoveredU28-2, U28-3, U28-4

Biological Evolution; Unity and Diversity

• Evidence of Common Ancestry and Diversity
• 6-8.LS4.A.1Analyze and interpret evidence from the fossil record to infer patterns of environmental change resulting in extinction and changes to life forms throughout the history of the Earth.PartialU6-2, U6-3Read U6 first. The fossil record is examined, not assumed.
• Natural Selection
• 6-8.LS4.B.1Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment.PartialU6-1, U6-2
• 6-8.LS4.B.2Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in Organisms.CoveredU4-4
• Adaptation
• 6-8.LS4.C.1Interpret graphical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.PartialU6-1, U6-2

H Social Studies 54 standards

Social studies is written per course. World History is this year; American History is grade 8. Taught from McDougal Littell world history, with Leif examples.

26 covered · 20 partial · 8 not covered

Source: MLS Social Studies Standards, Grades 6-12 · Missouri DESE

History: Continuity and Change

• Tools of Social Science Inquiry
• 6-8.WH.1.CC.ACreate and use tools to analyze a chronological sequence of related events in world history.CoveredU10-3, U10-4
• 6-8.WH.1.CC.BExplain connections between historical context and peoples’ perspectives at the time in world historyCoveredU10-4
• 6-8.WH.1.CC.CWith assistance, develop a research plan, identify appropriate resources for investigating social studies topics and create a research product which applies an aspect of world history prior to c.1450 to a contemporary issue.Not coveredNo research product anywhere in the year.
• 6-8.WH.1.CC.DUsing an inquiry lens, develop compelling questions about world history prior to c. 1450, to determine helpful resources and consider multiple points of views represented in the resources.PartialU10-4
• 6-8.WH.1.CC.EAnalyze the causes and consequences of a specific problem in world history prior to c. 1450 as well as the challenges and opportunities faced by those trying to address the problem.PartialU4-6, U4-7
• Early Civilizations
• 6-8WH.2.CC.AExplain the causes and results of the Agricultural Revolution in relation to the development of new and more complex societies in Asia, Africa, and the Americas.Not coveredThe course starts at Rome. The Agricultural Revolution is before it.
• 6-8.WH.2.CC.BAnalyze the role early civilizations had in shaping concepts of government, law, and social order.Not coveredMesopotamia, Egypt and the Indus are all before the start line.
• Classical Civilizations
• 6-8.WH.3.CC.AAnalyze the rise and fall of classical civilizations to determine their significance to future societies.PartialU1-1, U1-9Rome rises and falls in full. Greece never appears.
• 6-8.WH.3.CC.BTrace the impact of conflicts, competition, and cooperation within and among classical civilizations.PartialU1-4
• Middle Ages
• 6-8.WH.4.CC.ACompare how the collapse of government and resulting instability led to the development of feudal kingdoms in Europe and Japan.CoveredU3-1, U3-2, U7-7Europe and Japan, both, exactly as the standard pairs them.
• 6-8.WH.4.CC.BExplain the origins and significance of the expansion of the Muslim and Mongol rule in Europe, Asia and Africa.CoveredU2-4, U2-5, U4-5
• 6-8.WH.4.CC.CAnalyze how the Crusades and Black Death affected existing societies in Europe, Asia and Africa.CoveredU4-3, U4-6
• 6-8.WH.4.CC.DAnalyze the cultures of civilizations in sub-Saharan Africa, Mesoamerica, and Andean South America.CoveredU6, U8

Governmental Systems and Principles

• Tools of Social Science Inquiry
• 6-8.WH.1.GS.AAnalyze laws, policies, and processes to determine how governmental systems affect individuals and groups in society in world history prior to c.1450.CoveredU1-2, U3-9
• Early Civilizations
• 6-8.WH.2.GS.AExplain the origins, functions, and structure of monarchies, theocracies, city-states, empires and dynasties.PartialU5-1, U7-1City-states and dynasties yes, in later settings. Theocracy is not named.
• 6-8.WH.2.GS.BDistinguish the powers and responsibilities of subjects and political leaders in monarchies, theocracies, city-states, and empires.PartialU1-2
• 6-8.WH.2.GS.CExplain how the codification of law impacted early civilizations.PartialU2-2Justinian's code is taught. Hammurabi's is not.
• Classical Civilizations
• 6-8.WH.3.GS.AExplain the origins, functions, and structure of governmental systems within classical civilizations.CoveredU1-1, U1-2
• 6-8.WH.3.GS.BAnalyze direct democracy and representative democracy in order to apply the concepts of majority rule, minority rights and civic duty.Not coveredAthens is not in the course, so direct democracy is never taught. This is the civics root.
• 6-8.WH.3.GS.CExplain how the rule of law developed from a written code of laws as well as concepts of separation of powers and checks and balances.PartialU1-2, U3-9
• Middle Ages
• 6-8.WH.4.GS.AExplain the origins, functions, and structure of governmental systems within civilizations.CoveredU3-1, U3-9, U7-7
• 6-8.WH.4.GS.BExplain how the rule of law is further developed by the Magna Carta, and other documents including limited government and due process.CoveredU3-9
• 6-8.WH.4.GS.CAnalyze the conflict and cooperation between religions and the states to determine their impact on people and societies.CoveredU2-3, U3-5, U4-3, U5-6, U5-7, U5-8The strongest stretch of the whole course.

Geographical Study

• Tools of Social Science Inquiry
• 6-8.WH.1.G.ACreate and use maps and other graphic representations in order to explain relationships and reveal patterns or trends in world history prior to c.1450.CoveredU2-9, U10-1, U10-2
• 6-8.WH.1.G.BDescribe the impact of human settlement activities on the environmental and cultural characteristics of world regions prior to c. 1450.CoveredU3-3, U8-1
• 6-8.WH.1.G.CLocate major cities of the world and key world nations; the world’s continents, and oceans; and major topographical features of the world.PartialU2-9, U10-1, U10-2Map skills are taught. Naming the world's nations and features is not drilled.
• Early Civilizations
• 6-8.WH.2.G.ADescribe how physical characteristics of river valleys supported permanent settlements and the rise of early civilizations.Not coveredRiver valley settlement is before the start line.
• 6-8.WH.2.G.BAnalyze the cultural characteristics of civilizations to explain how they are similar and different.PartialU6-1, U8-1
• 6-8.WH.2.G.CExplain how various characteristics of civilizations are connected to identities and cultures.PartialU6-1, U7-6
• Classical Civilizations
• 6-8.WH.3.G.AExplain the significance of physical geography to the development of classical civilizations.PartialU1-3
• 6-8.WH.3.G.BIdentify the effect of natural forces upon human activities.Not coveredNatural forces acting on human activity is never a topic.
• Middle Ages
• 6-8.WH.4.G.AExplain how the spread of cultural patterns and economic decisions shape and are shaped by environments.CoveredU3-6, U4-5, U6-5
• 6-8.WH.4.G.BExplain how physical geographic characteristics influence human identities and cultures.CoveredU6-1, U7-5, U8-1

Economic Concepts

• Tools of Social Science Inquiry
• 6-8.WH.1.EC.AUsing a world history lens, examine the opportunity costs and benefits of economic decisions on society as a whole as well as on individuals prior to c. 1450.PartialU3-6
• Early Civilizations
• 6-8.WH.2.EC.AUsing a world history lens, explain how the concept of economic surplus led to trade and the emergence of specialized laborPartialU3-6
• 6-8.WH.2.EC.BExplain how standardization affects the early stability of a society.Not coveredStandardization, weights, coinage, is never its own topic.
• Classical Civilizations
• 6-8.WH.3.EC.ADescribe trade patterns and how they influence the movement of resources, goods and services.CoveredU2-5, U6-2, U6-3, U6-4, U6-5, U7-2
• 6-8.WH.3.EC.BExplain how standardization impacts the stability of a civilization.PartialU2-2
• 6-8.WH.3.EC.CExplain how political and economic stability affects the well-being of individuals and society.CoveredU1-9, U4-7
• Middle Ages
• 6-8.WH.4.EC.AExplain how inter-regional trade intensified the exchange of goods, ideas and people.CoveredU2-5, U4-5, U6-4

People, Groups and Cultures

• Tools of Social Science Inquiry
• 6.8.WH.1.PC.AUsing a world history lens, describe how peoples’ perspectives shaped the sources/artifacts they created.CoveredU10-3, U10-4
• 6.8.WH.1.PC. BUsing a world history lens, examine the origins and impact of social structures and stratification on societies and relationships between peoples.CoveredU1-5, U3-1, U3-2, U3-3
• Early Civilizations
• 6-8.WH.2.PC.AExplain the significance of monotheistic and polytheistic religions to the social and political order of early civilizations.PartialU1-6, U1-7Monotheism yes. Polytheism only as the thing Rome moved away from.
• 6-8.WH.2.PC.BDescribe the origins, structure, and essential beliefs of Judaism, Hinduism, and Buddhism.Not coveredJudaism is covered in U1-6. Hinduism and Buddhism are not in the course.
• 6-8.WH.2.PC.CDescribe how the world view of social groups and institutions influence culture and define the position of the individual within various societies.CoveredU1-5, U3-5
• 6-8.WH.2.PC.DAnalyze scientific, technological, intellectual, and artistic advancements to determine the legacy of the ancient civilizations.PartialU1-3
• Classical Civilizations
• 6-8.WH.3.PC.AExplain the significance of art, mythology, literature and philosophy to the culture and social order of classical civilizationsPartialU5-2The classics are met through the Renaissance looking back at them, not directly.
• 6-8.WH.3.PC.BAnalyze scientific, technological, intellectual, and artistic advancements to determine the legacy of the classical civilizations.PartialU1-3, U5-2
• 6-8.WH.3.PC.CAnalyze the extent and impact of cultural diffusion that results from empire building.CoveredU1-4, U2-6
• Middle Ages
• 6-8.WH.3.PC.DFrom a historical perspective, explain the origin, structure, spread, and significant beliefs of Christianity.CoveredU1-7, U1-8, U2-3, U2-7
• 6-8.WH.4.PC.AAnalyze scientific, technological, intellectual, and artistic advancements to determine the legacy of European, African and Mesoamerican civilizations.CoveredU4-1, U4-2, U5-4, U6-5, U8-3
• 6-8.WH.4.PC.BFrom a historical perspective, explain the origin, structure, spread, and significant beliefs of Islam.CoveredU2-4, U2-5
• 6-8.WH.4.PC.CDescribe how the world view of individuals, social groups, and institutions change as a result of connections among regions.CoveredU4-4, U5-9, U9-4
• 6-8.WH.4.PC.DAnalyze the causes and effects of the changing roles of class, ethnicity, race, gender and age on world cultures prior to c. 1450.PartialU1-5, U3-3, U7-6

The rest of the 6–8 science band 38 standards

Missouri writes science as one band across three years rather than grade by grade. This year is the life science third, scored above. Physical science, earth and space science and engineering design are the other two thirds, so they are not this year and not a gap.

• 6-8.PS1.A.1Develop models to describe the atomic composition of simple molecules and extended structures.Matter and Its Interactions
• 6-8.PS1.A.2Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.Matter and Its Interactions
• 6-8.PS1.A.3Gather, analyze, and present information to describe that synthetic materials come from natural resources and how they impact society.Matter and Its Interactions
• 6-8.PS1.A.4Develop a model that describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.Matter and Its Interactions
• 6-8.PS1.B.1Develop and use a model to describe how the total number of atoms remains the same during a chemical reaction and thus mass is conserved.Matter and Its Interactions
• 6-8.PS1.B.2Construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.Matter and Its Interactions
• 6-8.PS2.A.1Apply physics principles to design a solution that minimizes the force of an object during a collision and develop an evaluation of the solution.Motion and Stability: Forces and Interactions
• 6-8.PS2.A.2Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.Motion and Stability: Forces and Interactions
• 6-8.PS2.B.1Analyze diagrams and collect data to determine the factors that affect the strength of electric and magnetic forces.Motion and Stability: Forces and Interactions
• 6-8.PS2.B.2Create and analyze a graph to use as evidence to support the claim that gravitational interactions depend on the mass of interacting objects.Motion and Stability: Forces and Interactions
• 6-8.PS2.B.3Conduct an investigation and evaluate the experimental design to provide evidence that electric and magnetic fields exist between objects exerting forces on each other even though the objects are not in contact. .Motion and Stability: Forces and Interactions
• 6-8.PS3.A.1Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.Energy
• 6-8.PS3.A.2Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.Energy
• 6-8.PS3.A.3Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.Energy
• 6-8.PS3.A.4Plan and conduct an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the temperature of the sample.Energy
• 6-8.PS3.B.1Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.Energy
• 6-8.PS4.A.1Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.Waves and Their Applications in Technologies for Information Transfer
• 6-8.PS4.A.2Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.Waves and Their Applications in Technologies for Information Transfer
• 6-8.ESS1.A.1Develop and use a model of the Earth-sun-moon system to explain the cyclic patterns of lunar phases and eclipses of the sun and moon.Earth's Place in the Universe
• 6-8.ESS1.A.2Develop and use a model of the Earth-sun system to explain the cyclical pattern of seasons, which includes the Earth's tilt and directional angle of sunlight on different areas of Earth across the year.Earth's Place in the Universe
• 6-8.ESS1.A.3Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.Earth's Place in the Universe
• 6-8.ESS1.B.1Analyze and interpret data to determine scale properties of objects in the solar system.Earth's Place in the Universe
• 6-8.ESS1.C.1Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's history.Earth's Place in the Universe
• 6-8.ESS2.A.1Develop and use a model to illustrate that energy from the Earth’s interior drives convection which cycles Earth’s crust leading to melting, crystallization, weathering and deformation of large rock formations, including generation of ocean sea floor at ridges, submergence of ocean sea floor at trenches, mountain building and active volcanic chains.Earth's System
• 6-8.ESS2.A.2Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.Earth's System
• 6-8.ESS2.B.1Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.Earth's System
• 6-8.ESS2.C.1Design and develop a model to describe the cycling of water through Earth's System driven by energy from the sun and the force of gravity.Earth's System
• 6-8.ESS2.C.2Research, collect, and analyze data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.Earth's System
• 6-8.ESS2.C.3Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.Earth's System
• 6-8.ESS3.A.1Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes and human activity.Earth and Human Activity
• 6-8.ESS3.B.1Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.Earth and Human Activity
• 6-8.ESS3.C.1Analyze data to define the relationship for how increases in human population and per-capita consumption of natural resources impact Earth's System.Earth and Human Activity
• 6-8.ESS3.C.2Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.Earth and Human Activity
• 6-8.ESS3.D.1Analyze evidence of the factors that have caused the change in global temperatures over the past century.Earth and Human Activity
• 6-8.ETS1.A.1Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.Engineering Design
• 6-8.ETS1.B.1Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.Engineering Design
• 6-8.ETS1.B.2Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.Engineering Design
• 6-8.ETS1.B.3Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.Engineering Design

The two social studies courses that are not this year

Missouri writes middle school social studies per course, not per grade. American History has 86 standards and is the 8th grade course. Geography has 36 and is its own course, taken in neither of these two years.

• Missouri Learning Standards, the hub
• The same standards in plain English, for parents