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English Language Arts 40 standards

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.
  • 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.
  • Text Features
  • 7.RL.1.CInterpret visual elements of a text and draw conclusions from them (when applicable).
  • 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.
  • Structure
  • 7.RL.2.AAnalyze how a text's form or overall structure contributes to meaning.
  • 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.
  • Craft and Meaning
  • 7.RL.2.CAnalyze how specific word choices contribute to meaning and tone.
  • Interaction and Meaning
  • 7.RL.2.DAnalyze how the setting, characters, and plot of a text affect each other and contribute to meaning.
  • 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.
  • 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.
  • Historical Context
  • 7.RL.3.CExplain how characters and settings reflect historical and/or cultural contexts.
  • Comprehension
  • 7.RL.3.DRead and comprehend literature, including stories, dramas and poems, independently and proficiently.

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.
  • 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.
  • Text Features
  • 7.RI.1.CInterpret visual elements of a text including those from different media and draw conclusions from them (when applicable).
  • 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.
  • Structure
  • 7.RI.2.AAnalyze how a text's organization or overall structure contributes to meaning
  • 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.
  • Craft and Meaning
  • 7.RI.2.CAnalyze how word choice contributes to meaning and tone.
  • 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.
  • 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.
  • Relationships/ Texts
  • 7.RI.3.BCompare and contrast how two or more authors writing about the same topic make decisions about craft and structure.
  • Historical Context
  • 7.RI.3.CExplain how the text reflects historical and/or cultural contexts.
  • Comprehension
  • 7.RI.3.DRead and comprehend informational text independently and proficiently.

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.
  • 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.
  • Development
  • Follow a writing process to produce clear and coherent writing in which the development, organization, style, and voice are appropriate to the task, purpose and audience; develop writing with narrative, expository, and argumentative techniques.
  • 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 details
  • 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 evidence
  • 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 evidence
  • Revise and Edit
  • Review, revise, and edit writing with consideration for the task, purpose, and audience.
  • 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.
  • 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 structures
  • 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 punctuation
  • 7.W.3.A.dUse effective transitions to clarify relationships and connect ideas, claims and signal time shifts
  • 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 sources

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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.

Mathematics 50 standards

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.
  • Recognize and represent proportional relationships between quantities.
  • 7.RP.A.2aDetermine when two quantities are in a proportional relationship.
  • 7.RP.A.2bIdentify and/or compute the constant of proportionality (unit rate).
  • 7.RP.A.2cExplain what a point (x, y) on the graph of a proportional relationship means in terms of the situation.
  • 7.RP.A.2dRecognize that the graph of any proportional relationship will pass through the origin.
  • 7.RP.A.3Solve problems involving ratios, rates, percentages and proportional relationships.

Number and Sense Operations

  • Apply and extend previous understandings of operations to add, subtract, multiply and divide rational numbers.
  • Apply and extend previous understandings of numbers to add and subtract rational numbers.
  • 7.NS.A.1aAdd and subtract rational numbers.NexStudents lesson: Adding Integers, Subtracting Integers
  • 7.NS.A.1bRepresent addition and subtraction on a horizontal or vertical number line.
  • 7.NS.A.1cDescribe situations and show that a number and its opposite have a sum of 0 (additive inverses).
  • 7.NS.A.1dUnderstand subtraction of rational numbers as adding the additive inverse.
  • 7.NS.A.1eDetermine the distance between two rational numbers on the number line is the absolute value of their difference.
  • 7.NS.A.1fInterpret sums and differences of rational numbers.
  • Apply and extend previous understandings of numbers to multiply and divide rational numbers.
  • 7.NS.A.2aMultiply and divide rational numbers.
  • 7.NS.A.2bDetermine that a number and its reciprocal have a product of 1 (multiplicative inverse).
  • 7.NS.A.2cUnderstand that every quotient of integers (with non-zero divisor) is a rational number.
  • 7.NS.A.2dConvert a rational number to a decimal.
  • 7.NS.A.2eUnderstand that all rational numbers can be written as fractions or decimal numbers that terminate or repeat.
  • 7.NS.A.2fInterpret products and quotients of rational numbers by describing real-world contexts.
  • 7.NS.A.3Solve problems involving the four arithmetic operations with rational numbers.

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.
  • 7.EEI.A.2Understand how to use equivalent expressions to clarify quantities in a problem.
  • Solve problems using numerical and algebraic expressions and equations.
  • Solve multi-step problems posed with rational numbers.
  • 7.EEI.B.3aConvert between equivalent forms of the same number.
  • 7.EEI.B.3bAssess the reasonableness of answers using mental computation and estimation strategies.
  • Write and/or solve linear equations and inequalities in one variable.
  • 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.
  • 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.
  • 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.

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.
  • Use a variety of tools to construct geometric shapes.
  • 7.GM.A.2aDetermine if provided constraints will create a unique triangle through construction.
  • 7.GM.A.2bConstruct special quadrilaterals given specific parameters.
  • 7.GM.A.3Describe two-dimensional cross sections of pyramids, prisms, cones and cylinders.
  • Understand the concepts of circles.
  • 7.GM.A.4aAnalyze the relationships among the circumference, the radius, the diameter, the area and Pi in a circle.
  • 7.GM.A.4bKnow and apply the formulas for circumference and area of circles to solve problems.
  • 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.
  • Understand the relationship between area, surface area and volume.
  • 7.GM.B.6aFind the area of triangles, quadrilaterals and other polygons composed of triangles and rectangles.
  • 7.GM.B.6bFind the volume and surface area of prisms, pyramids and cylinders.

Data Analysis, Statistics and Probability

  • Use random sampling to draw inferences about a population
  • Understand that statistics can be used to gain information about a population by examining a sample of the population.
  • 7.DSP.A.1aUnderstand that a sample is a subset of a population.
  • 7.DSP.A.1bUnderstand that generalizations from a sample are valid only if the sample is representative of the population.
  • 7.DSP.A.1cUnderstand that random sampling is used to produce representative samples and support valid inferences.
  • 7.DSP.A.2Use data from multiple samples to draw inferences about a population and investigate variability in estimates of the characteristic of interest.
  • Draw informal comparative inferences about two populations.
  • 7.DSP.B.3Analyze different data distributions using statistical measures.
  • 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.
  • Develop, use and evaluate probability models.
  • Investigate the probability of chance events.
  • 7.DSP.C.5aDetermine probabilities of simple events.
  • 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.
  • Investigate the relationship between theoretical and experimental probabilities for simple events.
  • 7.DSP.C.6aPredict outcomes using theoretical probability.
  • 7.DSP.C.6bPerform experiments that model theoretical probability.
  • 7.DSP.C.6cCompare theoretical and experimental probabilities.
  • Explain possible discrepancies between a developed probability model and observed frequencies.
  • 7.DSP.C.7aDevelop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events.
  • 7.DSP.C.7bDevelop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process.
  • Find probabilities of compound events using organized lists, tables, tree diagrams and simulations.
  • 7.DSP.C.8aRepresent the sample space of a compound event.
  • 7.DSP.C.8bDesign and use a simulation to generate frequencies for compound events.

Science 54 standards

Missouri writes middle school science as one grade 6-8 band. Every grade 6, 7 and 8 page shows the whole band.

Earth and Space Sciences

  • The Universe and its Stars
  • 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. [Clarification Statement: Examples of models can be physical, graphical, or conceptual and should emphasize relative positions and distances.]
  • 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. [Clarification Statement: Examples of models can be physical, graphical, or conceptual.]
  • 6-8.ESS1.A.3Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. [Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical or conceptual.]
  • Earth and the Solar System
  • 6-8.ESS1.B.1Analyze and interpret data to determine scale properties of objects in the solar system. [Clarification Statement: Examples of scale properties include the sizes of an object’s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photograph, and models.]
  • The History of Planet Earth
  • 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. [Clarification Statement: Emphasis is on how analyses of rock formations and the fossils they contain are used to establish relative ages of major events in Earth’s history. Examples of Earth’s major events could range from being very recent (such as the last Ice Age or the earliest fossils of homo sapiens) to very old (such as the formation of Earth or the earliest evidence of life). Examples can include the formation of mountain chains and ocean basins, the evolution or extinction of particular living Organisms, or significant volcanic eruptions.]
  • Earth Materials andSystem
  • 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. [Clarification Statement: The emphasis is on large-scale cycling resulting from plate tectonics that includes changes in rock types through erosion, heat and pressure.]
  • 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. [Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate.]
  • Plate Tectonics and Large-ScaleSystem
  • 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. [Clarification Statement: Examples of data include similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).]
  • The Role of Water in Earth's Surface Processes
  • 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. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle. Examples of models can be conceptual or physical.]
  • 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. [Clarification Statement: Emphasis is on how air masses flow from regions of high pressure to low pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a fixed location to change over time, and how sudden changes in weather can result when different air masses collide. Emphasis is on how weather can be predicted within possible ranges. Examples of data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through laboratory experiments (such as with condensation).]
  • 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. [Clarification Statement: Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents. Examples of models can be diagrams, maps and globes, or digital representations.]
  • Natural Resources
  • 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. [Clarification Statement: Emphasis is on how these resources are limited and typically non-renewable, and how their distributions are significantly changing as a result of removal by humans. Examples of uneven distributions of resources as a result of past processes include but are not limited to petroleum (locations of the burial of organic marine sediments and subsequent geologic traps), metal ores (locations of past volcanic and hydrothermal activity associated with subduction zones), and soil (locations of active weathering and/or deposition of rock).]
  • Natural Hazards
  • 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. [Clarification Statement: Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite System to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).]
  • Human Impacts on Earth's System
  • 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. [Clarification Statement: Examples of data include grade-appropriate databases on human populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of impacts can include changes to the appearance, composition, and structure of Earth's System as well as the rates at which they change.]
  • 6-8.ESS3.C.2Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. [Clarification Statement: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).]
  • Global Climate Change
  • 6-8.ESS3.D.1Analyze evidence of the factors that have caused the change in global temperatures over the past century. [Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graph, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities.]

Engineering, Technology, and Application of Science

  • Defining and Delimiting Engineering Proble6-8
  • 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.
  • Developing Possible Solutions
  • 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.
  • 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.
  • 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.

Life Sciences

  • 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. [Clarification Statement: Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living things, and understanding that living things may be made of one cell or many and varied cells.]
  • 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. [Clarification Statement: Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.]
  • 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.
  • 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.
  • 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. [Clarification Statement: Examples of animal behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds; and, creating conditions for seed germination and growth. Examples of plant structures that affect the probability of plant reproduction could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.]
  • 6-8.LS1.B.2Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of Organisms. [Clarification Statement: Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of Organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds.]
  • 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.
  • 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. [Clarification Statement: Emphasis is on describing the conservation of matter and flow of energy into and out of various Ecosystems, including food chains and food webs.]
  • 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. [Clarification Statement: Emphasis is on cause and effect relationships between resources and growth of individual Organisms and the numbers of Organisms in Ecosystems during periods of abundant and scarce resources.]
  • 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. [Clarification Statement: Emphasis is on recognizing patterns in data and making inferences about changes in populations, defining the boundaries of the system, and on evaluating empirical evidence supporting arguments about changes to Ecosystems.]
  • Interdependent Relationships in Ecosystems
  • 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. [Clarification Statement: Relationships may include competition, predation, and symbiosis.]
  • Ecosystems Dynamics, Functioning and Resilience
  • 6-8.LS2.C.2Evaluate benefits and limitations of differing design solutions for maintaining an ecosystem. [Clarification Statement: Examples of design solutions could include water, land, and species protection, and the prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.]
  • 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. [Clarification Statement: Examples of evidence include sets of fossils that indicate an environment, anatomical structures that indicate the function of an organism in the environment, and fossilized tracks that indicate behavior of Organisms.]
  • 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. [Clarification Statement: Emphasis is on using simple probability statements and proportional reasoning to construct explanations.]
  • 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. [Clarification Statement: Emphasis is on synthesizing information from reliable sources about the influence of humans on genetic outcomes in artificial selection (such as genetic modification, animal husbandry, and farming practices).]
  • 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.

Physical Sciences

  • Structure and Properties of Matter
  • 6-8.PS1.A.1Develop models to describe the atomic composition of simple molecules and extended structures. [Clarification Statement: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3D ball and stick structures, or computer representations showing different molecules with different types of atoms.
  • 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. [Clarification Statement: Examples of reactions could include burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with hydrogen chloride.]
  • 6-8.PS1.A.3Gather, analyze, and present information to describe that synthetic materials come from natural resources and how they impact society. [Clarification Statement: Emphasis is on natural resources that undergo a chemical process to form the synthetic material. Examples of new materials could include new medicine, foods, and alternative fuels.]
  • 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. [Clarification Statement: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawings and diagrams. Examples of particles could include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium.]
  • Chemical reactions
  • 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. [Clarification Statement: Emphasis is on law of conservation of matter and on physical models or drawings, including digital forms that represent atoms.]
  • 6-8.PS1.B.2Construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. [Clarification Statement: Emphasis is on the design, controlling the transfer of energy to the environment, and modification of a device using factors such as type and concentration of a substance. Examples of designs could involve chemical reactions such as dissolving ammonium chloride or calcium chloride.]
  • Forces and Motion
  • 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.
  • 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. [Clarification Statement: Emphasis is on balanced (Newton’s First Law) and unbalanced forces in a system, qualitative comparisons of forces, mass and changes in motion (Newton’s Second Law), frame of reference, and specification of units.]
  • Types of Interaction
  • 6-8.PS2.B.1Analyze diagrams and collect data to determine the factors that affect the strength of electric and magnetic forces. [Clarification Statement: Examples of devices that use electric and magnetic forces could include electromagnets, electric motors, or generators. Examples of data could include the effect of the number of turns of wire on the strength of an electromagnet, or the effect of increasing the number or strength of magnets on the speed of an electric motor.]
  • 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. [Clarification Statement: Examples of evidence for arguments could include data generated from simulations or digital tools; and charts displaying mass, strength of interaction, distance from the Sun, and orbital periods of objects within the solar system.]
  • 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. . [Clarification Statement: Examples of this phenomenon could include the interactions of magnets, electrically-charged strips of tape, and electrically-charged pith balls. Examples of investigations could include first-hand experiences or simulations.]
  • Definitions of Energy
  • 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. [Clarification Statement: Emphasis is on descriptive relationships between kinetic energy and mass separately from kinetic energy and speed. Examples could include riding a bicycle at different speeds, rolling different sizes of rocks downhill, and getting hit by a whiffle ball versus a tennis ball.]
  • 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. [Clarification Statement: Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within System interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples of models could include representations, diagrams, pictures, and written descriptions of System.]
  • 6-8.PS3.A.3Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. [Clarification Statement: Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup.]
  • 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. [Clarification Statement: Examples of experiments could include comparing final water temperatures after different masses of ice melted in the same volume of water with the same initial temperature, the temperature change of samples of different materials with the same mass as they cool or heat in the environment, or the same material with different masses when a specific amount of energy is added.]
  • Conservation of Energy and Energy Transfer
  • 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. [Clarification Statement: Examples of empirical evidence used in arguments could include an inventory or other representation of the energy before and after the transfer in the form of temperature changes or motion of object.]
  • Wave Properties
  • 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. [Clarification Statement: Emphasis is on describing waves with both qualitative and quantitative thinking.]
  • 6-8.PS4.A.2Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. [Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.]

Social Studies 176 standards

Missouri writes middle school social studies as three courses, not grades. Every grade 6, 7 and 8 page shows all three.

American History: Tools of Social Science Inquiry

  • History: Continuity and Change
  • 6-8.AH.1.CC.ACreate and use tools to analyze a chronological sequence of related events in American History
  • 6-8.AH.1.CC.BExplain connections between historical context and peoples’ perspectives at the time in American history.
  • 6-8.AH.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 American history prior to c. 1870 to a contemporary issue.
  • 6-8.AH.1.CC.DUsing an inquiry lens, develop compelling questions about American history prior to 1870, to determine helpful resources and consider multiple points of views represented in the resources.
  • 6-8.AH.1.CC.EAnalyze the causes and consequences of a specific problem in American history prior to c. 1870 as well as the challenges and opportunities faced by those trying to address the problem.
  • Government Systems and Principles
  • 6-8.AH.1.GS.AAnalyze laws, policies and processes to determine how governmental systems affect individuals and groups in society in American history prior to c.1870.
  • Geographic Study
  • 6-8.AH.1.G.ACreate and use maps and other graphic representations in order to explain relationships and reveal patterns or trends in American History prior to c. 1870.
  • 6-8.AH.1.G.BExplain how the physical and human characteristics of regions in the Americas prior to c. 1870 are connected to changing identity and culture.
  • 6-8.AH.1.G.CLocate major cities of Missouri, the United States, and the world; states of the United States and key world nations; the world’s continents, and oceans; and major topographical features of the United States.
  • Economic Concepts
  • 6-8.AH.1.EC.AUsing an American history lens, examine the opportunity costs and benefits of economic decisions on society as a whole as well as on individuals, prior to c. 1870.
  • People, Groups and Cultures
  • 6-8.AH.1.PC.AUsing an American history lens, describe how peoples’ perspectives shaped the sources/artifacts they created.
  • 6-8.AH.1.PC.BUsing an American history lens, examine the origins and impact of social structures and stratification on societies and relationships between peoples.

American History: Settlements

  • History: Continuity and Change
  • 6-8.AH.2.CC.ATrace the causes and consequences of indigenous peoples arriving in the Americas beginning c. 15,000 BCE.
  • 6-8.AH.2.CC.BCompare factors motivating Europeans to explore and settle in the New World to explain colonial diversity and regional differences in North and South America.
  • 6-8.AH.2.CC.CTrace the causes and consequences of conflict and cooperation between Native Americans and North and South American colonists using multiple viewpoints.
  • 6-8.AH.2.CC.DDescribe the causes and consequences of the Seven Years' War as a turning point in American history.
  • 6-8.AH.2.CC.EAnalyze the concept of Manifest Destiny as a catalyst for change in American history.

American History: Founding

  • History: Continuity and Change
  • 6-8.AH.3.CC.ATrace the events leading to escalating conflict between Great Britain and the colonies, from multiple viewpoints.
  • 6-8.AH.3.CC.BAnalyze the Declaration of Independence to determine the historical context and political philosophies that influenced its creation.
  • 6-8.AH.3.CC.CEvaluate the strengths and weaknesses of the American colonies and Great Britain to explain the American victory in the Revolution.
  • 6-8.AH.3.CC.DExplain the major debates that occurred during the adoption of the Constitution and their ultimate resolution.
  • 6-8.AH.3.CC.EEvaluate the responses of early American leaders to the social, political, economic and religious challenges facing the new nation.
  • 6-8.AH.3.CC.FInfer how events of this period led to the development of philosophies, interest groups and political parties.

American History: Expansion

  • History: Continuity and Change
  • 6-8.AH.4.CC.AAnalyze the expansion of the United States in the early nineteenth century to trace U.S. growth and form hypotheses about future conflicts.
  • 6-8.AH.4.CC.BEvaluate the responses of North and South American leaders to the social, political, economic and religious challenges of the period.
  • 6-8.AH.4.CC.CAnalyze the forced removal and resettlements of Native Americans to determine its impact on their cultures and civilizations.

American History: Conflict and Crisis

  • History: Continuity and Change
  • 6-8.AH.5.CC.AAnalyze political compromises over slavery in the territories to explain intensifying sectional conflicts.
  • 6-8.AH.5.CC.BTrace the events as well as political, cultural, economic and social conditions leading to conflict between Northern and Southern states.
  • 6-8.AH.5.CC.CDescribe critical developments and turning points in the Civil War, including major battles.

American History: Settlements

  • Governmental Systems and Principles
  • 6-8.AH.2.GS.ACompare the governmental systems of European powers to determine their effect on colonization in the Americas.
  • 6-8.AH.2.GS.BExplain how the founding of English colonies influenced their governments and expectations for self- rule.
  • 6-8.AH.2.GS.CAnalyze local and colonial governments to trace the factors influencing their structure and function.

American History: Founding

  • Governmental Systems and Principles
  • 6-8.AH.3.GS.AEvaluate the impact of the French and Indian Wars on Great Britain’s approach to colonial rule.
  • 6-8.AH.3.GS.BApply the concept of representation to the conflict between the colonies and Great Britain.
  • 6-8.AH.3.GS.CApply the principles of inalienable rights, popular sovereignty, natural rights, and social contract to evaluate the purpose and legacy of the Declaration of Independence.
  • 6-8.AH.3.GS.DEvaluate the successes and challenges of the Articles of Confederation to explain the need for a Constitutional Convention.
  • 6-8.AH.3.GS.EApply the principles of rule of law, representation, separation of powers, checks and balances, and federalism to explain the purposes and functions of the Constitution.
  • 6-8.AH.3.GS.FDescribe the origins and purposes of the Bill of Rights and evaluate the enduring significance of these concepts to the preservation of individual rights and liberties.
  • 6-8.AH.3.GS.GExamine elections, issues, laws, and events of this time period to explain how the concepts of judicial review, elastic clause, and an amendment process were established or used to meet challenges.

American History: Expansion

  • Governmental Systems and Principles
  • 6-8.AH.4.GS.ATrace the expansion of voting rights and patterns and explain how it impacted elections and political movements.
  • 6-8.AH.4.GS.BAnalyze landmark Supreme Court cases to determine the effect on the definition and expansion of federal power.
  • 6-8.AH.4.GS.CExplain how the principles of rule of law, separation of powers, checks and balances, and federalism were impacted by Jacksonian Democracy.

American History: Conflict and Crisis

  • Governmental Systems and Principles
  • 6-8.AH.5.GS.ACompare responses of government systems in the North and South to major legislation, executive orders, and court decisions before, during and immediately after the Civil War.
  • 6-8.AH.5.GS.BAnalyze federalism and popular sovereignty to explain peoples’ expectations of the role of government and their place in governance.
  • 6-8.AH.5.GS.CAnalyze the election of 1860 to explain the development of political parties and how they influence the selection of leaders.
  • 6-8.AH.5.GS.DCompare and contrast the governmental systems of the U.S. North and South to determine the strengths and weaknesses of federal and confederal systems.

American History: Settlements

  • Geographical Study
  • 6-8.AH.2.G.AAnalyze diverse Native American cultures in North, Central and South America to explain the ways they adapted to their various environments.
  • 6-8.AH.2.G.BAnalyze the geography of colonial regions to explain their cultural, social and economic differences.
  • 6-8.AH.2.G.CCompare major patterns of population distribution, demographics and migrations in the United States and the impact of those patterns on cultures and community life.

American History: Founding

  • Geographical Study
  • 6-8.AH.3.G.ADraw conclusions about regional conflict and cooperation as a consequence of physical geography.
  • 6-8.AH.3.G.BEvaluate the relationships among population, representation, and their effect on power in the new government.
  • 6-8.AH.3.G.CCompare major patterns of population distribution, demographics and migrations in the United States during this era c. 1763-1812.

American History: Expansion

  • Geographical Study
  • 6-8.AH.4.G.ATrace the changing boundaries of the United States and describe how it represents the changing relationships with its neighbors and Native Americans.
  • 6-8.AH.4.G.BAssess Manifest Destiny in relation to push-pull factors, geographic features, and human environmental interactions to determine their influence on the movement of goods, people and ideas.
  • 6-8.AH.4.G.CCompare major patterns of population distribution, demographics and migrations in the United States and the impact of those patterns on cultures and community life c.1812-1848.

American History: Conflict and Crisis

  • Geographical Study
  • 6-8.AH.5.G.AAnalyze the United States' geography of North, South, and West in order to explain regional cultural, social and economic differences.
  • 6-8.AH.5.G.BEvaluate the significance of geography on the conduct of the war and strategy of the North and South.
  • 6-8.AH.5.G.CCompare major patterns of population distribution, demographics and migrations in the United States and the impact of those patterns on cultures and community life.

American History: Settlements

  • Economic Concepts
  • 6-8.AH.2.EC.ACompare sources of labor, emerging economic production, and availability of land in the New World and their impact on economic development in North and South America.
  • 6-8.AH.2.EC.BAnalyze the mercantile system to explain colonial responses to economic control by European nations including Great Britain.

American History: Founding

  • Economic Concepts
  • 6-8.AH.3.EC.ADescribe the function and purpose of taxes imposed by Great Britain following the Seven Years' War, evaluating colonial responses to them.
  • 6-8.AH.3.EC.BCompare the emerging economic characteristics of the nation and colonial regions to make predictions about future expansion and conflict.
  • 6-8.AH.3.EC.CTrace the development of the American economic system to explain how taxes, tariffs, and monetary policies were used to establish sustainability and growth.

American History: Expansion

  • Economic Concepts
  • 6-8.AH.4.EC.AAnalyze the origins and characteristics of coercive labor systems, including slavery, and their impact on economic and political expansion.
  • 6-8.AH.4.EC.BExplain how the expansion of industrialization, transportation and technological developments influenced different regions and the relationship among those regions.
  • 6-8.AH.4.EC.CTrace the continued development of the American economic system to explain how taxes, tariffs, and monetary policies were used to establish sustainability and growth.

American History: Conflict and Crisis

  • Economic Concepts
  • 6-8.AH.5.EC.AExplain how the expansion of industrialization, transportation, and technological developments influenced different regions and the relationship among those regions.
  • 6-8.AH.5.EC.BCompare the economic strengths and weaknesses of the North and South before, during and immediately after the Civil War.

American History: Settlements

  • People, Groups, and Cultures
  • 6-8.AH.2.PC.AAnalyze the religious, cultural, political and intellectual developments of Spanish, Portuguese, British and French regions to explain the development of diverse cultures throughout the Americas.
  • 6-8.AH.2.PC.BAnalyze the religious, cultural, and intellectual developments of the European colonies to explain the development of regionalism and an American identity
  • 6-8.AH.2.PC.CCompare and contrast the interaction of European settlers with Native Americans in both North and South America.

American History: Founding

  • People, Groups, and Cultures
  • 6-8.AH.3.PC.AAnalyze the perspectives of diverse individuals and groups to explain the extent of their support for the Revolutionary War.
  • 6-8.AH.3.PC.BAnalyze populations of colonies/states to explain how their cultural, religious, social, and economic characteristics influenced the emergence of regional identity.
  • 6-8.AH.3.PC.CCompare and contrast the perspectives of individuals and groups regarding the development of the American governmental system to explain emerging divisions and political philosophies.
  • 6-8.AH.3.PC.DEvaluate laws, events, and perspectives to determine the extent to which individuals and groups could participate in, and realize, the promise of American ideals.
  • 6-8.AH.3.PC.EAnalyze the artistic and intellectual achievements of early Americans to provide evidence of an emerging American identity.

American History: Expansion

  • People, Groups, and Cultures
  • 6-8.AH.4.PC.AEvaluate the effectiveness of various reform movements, laws, and events to determine their impact on the promise of American ideals.
  • 6-8.AH.4.PC.BAnalyze the experiences of enslaved peoples in North and South America to determine their cultural impact and consequences.
  • 6-8.AH.4.PC.CAnalyze artistic, intellectual, and religious movements to show how they reflect the aspirations and beliefs of the developing nation.
  • 6-8.AH.4.PC.DDescribe the culture and accomplishments of native American cultures to compare the various ways they responded to American expansion.
  • 6-8.AH.4.PC.EAnalyze patterns of immigration to determine their impacts on the cultural, social, political and economic development.

American History: Conflict and Crisis

  • People, Groups, and Cultures
  • 6-8.AH.5.PC.ADetermine the impact of the ideas contained in major speeches, literature, music, and writings from diverse individuals on the perspectives of American people, groups and movements.
  • 6-8.AH.5.PC.BDescribe the impact of scientific and technological advances on the outcome of the war and its effect on people and diverse groups.
  • 6-8.AH.5.PC.CAnalyze the evolution of the women’s movement to trace its continued development and evaluate its impact.
  • 6-8.AH.5.PC.DAnalyze the evolution of the Abolitionist Movement to trace its continued development and evaluate its impact.
  • 6-8.AH.5.PC.ETrace the development of African American culture in non-slave states and in the context of slavery.

World History: Tools of Social Science Inquiry

  • History: Continuity and Change
  • 6-8.WH.1.CC.ACreate and use tools to analyze a chronological sequence of related events in world history.
  • 6-8.WH.1.CC.BExplain connections between historical context and peoples’ perspectives at the time in world history
  • 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.
  • 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.
  • 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.
  • Government Systems and Principles
  • 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.
  • Geographic Study
  • 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.
  • 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.
  • 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.
  • Economic Concepts
  • 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.
  • People, Groups and Cultures
  • 6.8.WH.1.PC.AUsing a world history lens, describe how peoples’ perspectives shaped the sources/artifacts they created.
  • 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.

World History: Early Civilizations

  • History: Continuity and Change
  • 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.
  • 6-8.WH.2.CC.BAnalyze the role early civilizations had in shaping concepts of government, law, and social order.

World History: Classical Civilizations

  • History: Continuity and Change
  • 6-8.WH.3.CC.AAnalyze the rise and fall of classical civilizations to determine their significance to future societies.
  • 6-8.WH.3.CC.BTrace the impact of conflicts, competition, and cooperation within and among classical civilizations.

World History: Middle Ages

  • History: Continuity and Change
  • 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.
  • 6-8.WH.4.CC.BExplain the origins and significance of the expansion of the Muslim and Mongol rule in Europe, Asia and Africa.
  • 6-8.WH.4.CC.CAnalyze how the Crusades and Black Death affected existing societies in Europe, Asia and Africa.
  • 6-8.WH.4.CC.DAnalyze the cultures of civilizations in sub-Saharan Africa, Mesoamerica, and Andean South America.

World History: Early Civilizations

  • Governmental Systems and Principles
  • 6-8.WH.2.GS.AExplain the origins, functions, and structure of monarchies, theocracies, city-states, empires and dynasties.
  • 6-8.WH.2.GS.BDistinguish the powers and responsibilities of subjects and political leaders in monarchies, theocracies, city-states, and empires.
  • 6-8.WH.2.GS.CExplain how the codification of law impacted early civilizations.

World History: Classical Civilizations

  • Governmental Systems and Principles
  • 6-8.WH.3.GS.AExplain the origins, functions, and structure of governmental systems within classical civilizations.
  • 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.
  • 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.

World History: Middle Ages

  • Governmental Systems and Principles
  • 6-8.WH.4.GS.AExplain the origins, functions, and structure of governmental systems within civilizations.
  • 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.
  • 6-8.WH.4.GS.CAnalyze the conflict and cooperation between religions and the states to determine their impact on people and societies.

World History: Early Civilizations

  • Geographical Study
  • 6-8.WH.2.G.ADescribe how physical characteristics of river valleys supported permanent settlements and the rise of early civilizations.
  • 6-8.WH.2.G.BAnalyze the cultural characteristics of civilizations to explain how they are similar and different.
  • 6-8.WH.2.G.CExplain how various characteristics of civilizations are connected to identities and cultures.

World History: Classical Civilizations

  • Geographical Study
  • 6-8.WH.3.G.AExplain the significance of physical geography to the development of classical civilizations.
  • 6-8.WH.3.G.BIdentify the effect of natural forces upon human activities.

World History: Middle Ages

  • Geographical Study
  • 6-8.WH.4.G.AExplain how the spread of cultural patterns and economic decisions shape and are shaped by environments.
  • 6-8.WH.4.G.BExplain how physical geographic characteristics influence human identities and cultures.

World History: Early Civilizations

  • Economic Concepts
  • 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 labor
  • 6-8.WH.2.EC.BExplain how standardization affects the early stability of a society.

World History: Classical Civilizations

  • Economic Concepts
  • 6-8.WH.3.EC.ADescribe trade patterns and how they influence the movement of resources, goods and services.
  • 6-8.WH.3.EC.BExplain how standardization impacts the stability of a civilization.
  • 6-8.WH.3.EC.CExplain how political and economic stability affects the well-being of individuals and society.

World History: Middle Ages

  • Economic Concepts
  • 6-8.WH.4.EC.AExplain how inter-regional trade intensified the exchange of goods, ideas and people.

World History: Early Civilizations

  • People, Groups and Cultures
  • 6-8.WH.2.PC.AExplain the significance of monotheistic and polytheistic religions to the social and political order of early civilizations.
  • 6-8.WH.2.PC.BDescribe the origins, structure, and essential beliefs of Judaism, Hinduism, and Buddhism.
  • 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.
  • 6-8.WH.2.PC.DAnalyze scientific, technological, intellectual, and artistic advancements to determine the legacy of the ancient civilizations.

World History: Classical Civilizations

  • People, Groups and Cultures
  • 6-8.WH.3.PC.AExplain the significance of art, mythology, literature and philosophy to the culture and social order of classical civilizations
  • 6-8.WH.3.PC.BAnalyze scientific, technological, intellectual, and artistic advancements to determine the legacy of the classical civilizations.
  • 6-8.WH.3.PC.CAnalyze the extent and impact of cultural diffusion that results from empire building.

World History: Middle Ages

  • People, Groups and Cultures
  • 6-8.WH.3.PC.DFrom a historical perspective, explain the origin, structure, spread, and significant beliefs of Christianity.
  • 6-8.WH.4.PC.AAnalyze scientific, technological, intellectual, and artistic advancements to determine the legacy of European, African and Mesoamerican civilizations.
  • 6-8.WH.4.PC.BFrom a historical perspective, explain the origin, structure, spread, and significant beliefs of Islam.
  • 6-8.WH.4.PC.CDescribe how the world view of individuals, social groups, and institutions change as a result of connections among regions.
  • 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.

World Geography: Tools of Social Science Inquiry

  • History: Continuity and Change
  • 6-8.GEO.1.CC.ACreate and use historical maps and timelines in order to represent continuity and change within and among regions over time.
  • 6-8.GEO.1.CC.BEvaluate historical solutions to problems within and among world regions in order to draw conclusions about current and future decisions.
  • 6-8.GEO.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 geography to a contemporary issue.
  • 6-8.GEO.1.CC.DUsing an inquiry lens, develop compelling geographic questions, determine helpful resources and consider multiple points of views represented in the resources.
  • 6-8.GEO.1.CC.EAnalyze the causes and consequences of a current geographic issue as well as the challenges and opportunities faced by those trying to address the problem.
  • Government Systems and Principles
  • 6-8.GEO.1.GS.AUsing a geographic lens, analyze laws, policies and processes to determine how governmental systems affect individuals and groups in society.
  • 6-8.GEO.1.GS.BAnalyze current human environmental issues using relevant geographic sources to propose solutions.
  • Geographic Study
  • 6-8.GEO.1.G.ACreate and use maps, graphs, statistics, and geo-spatial technology in order to explain relationships and reveal spatial patterns or trends
  • 6-8.GEO.1.G.BAnalyze how the physical and human characteristics of current world regions are connected to changing identity and culture.
  • 6-8.GEO.1.G.CLocate the states of the United States and corresponding regions
  • 6-8.GEO.1.G.DLocate cities of Missouri, the United States and the world.
  • 6-8.GEO.1.G.ELocate the major nations of the world.
  • 6-8.GEO.1.G.FLocate the major landforms of the world.
  • Economic Concepts
  • 6-8.GEO.1.EC.AUsing a geographic lens, evaluate economic decisions to determine costs and benefits on contemporary society.
  • People, Groups and Cultures
  • 6-8.GEO.1.PC.AAnalyze material culture to explain a people’s perspective and use of place.
  • 6-8.GEO.1.PC.BExplain how the physical and human characteristics of places and regions are connected to human identities and cultures.
  • 6-8.GEO.1.PC.CCompare and contrast the human characteristics within and among contemporary and historic regions over time.

World Geography: World Geography and Cultures

  • History: Continuity and Change
  • 6-8.GEO.2.CC.AExplain how regions of the world change over time in relation to historical events and trends and the human characteristics of place.
  • 6-8.GEO.2.CC.BExplain how forces of nature impact historic and current conflicts and cooperation.
  • 6-8.GEO.2.CC.CEvaluate the impact of human settlement activities on the environmental and cultural characteristic of specific places and regions.
  • 6-8.GEO.2.CC.DDebate the development of and issues surrounding modern border disputes.
  • Governmental Systems and Principles
  • 6-8.GEO.2.GS.AUsing a geographic lens, analyze the laws and governmental systems of a place in order to determine their effects on individuals, groups, and institutions.
  • 6-8.GEO.2.GS.BDraw conclusions about how laws impact the development of a place and how a place impacts the development of laws.
  • Geographical Study
  • 6-8.GEO.2.G.ADescribe how physical processes shape the environment of a place.
  • 6-8.GEO.2.G.BDescribe a variety of ecosystems, and explain where they may be found.
  • 6-8.GEO.2.G.CExplain how human-environmental interactions shape people and places.
  • 6-8.GEO.2.G.DExplain how the movement of people, goods, and ideas impact world regions.
  • Economic Concepts
  • 6-8.GEO.2.EC.AAnalyze resource availability to explain its causes and impacts on conflict or cooperation.
  • 6-8.GEO.2.EC.BAnalyze patterns of resource distribution to explain the consequences of personal and public economic decisions.
  • 6-8.GEO.2.EC.CUse economic concepts such as GDP, scarcity, inflation, to describe and compare places and regions.
  • 6-8.GEO.2.EC.DAnalyze economic systems to explain their impact on peoples’ behavior and choices.
  • People, Groups and Cultures
  • 6-8.GEO.2.PC.ACompare and contrast the human characteristics within and among regions.
  • 6-8.GEO.2.PC.BExplain how groups and institutions of a place develop to meet peoples’ needs.
  • 6-8.GEO.2.PC.CAnalyze the relationship between the physical environments and cultural traditions to determine their impact on individuals, groups, and institutions.
  • 6-8.GEO.2.PC.DAnalyze religion and belief systems of a place to determine their varying impact on people, groups, and cultures.
  • 6-8.GEO.2.PC.EDescribe how a peoples’ culture is expressed through their art, architecture and literature.
More Information: Missouri Dates, Sources and Homeschool Law

Missouri Learning Standards, published by the Missouri Department of Elementary and Secondary Education (DESE).

  • Adopted by the state: 2016
  • Science reviewed: September 2024 (DESE's reviewed file)
  • Last checked by NexStudents: September 25, 2026

Copied from the state's own files, word for word. States revise their standards, so check the state's page for the current version.

Homeschool Law in Missouri

School required for ages
7–17
Ways to homeschool
One
Notice to the state
No
Teacher qualifications
No
Required subjects
Yes
Testing or evaluation
Yes
Immunization records
No
Instruction time
1,000 hours a year. 600 of them in reading, math, social studies, language arts and science, and 400 of those 600 at home.
The law
Missouri Revised Statute §167.031

Written from HSLDA's summary of Missouri homeschool law, read September 25, 2026. Laws change and this is not legal advice. Read HSLDA's full step-by-step guide before you file anything.